Digital identities, educational inequities : investigating social class and new literacies of migrant Filipino youth in the knowledge economy
department or school: Education, Faculty of
department or school: Language and Literacy Education (LLED), Department of
data provider: DSpace
degree campus: UBCV
creator: Darvin, Ronald Perfecto Raymundo
issued: 2018-12-20T16:58:02Z
issued: 2018
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Drawing on data from an 18-month case study of migrant Filipino youth of various social class positions, this dissertation examines the socialization of L2 learners into different digital practices, and the implications of these differences in educational contexts where digital literacies are unequally valued. Through interviews of 18 focal participants from three high schools in Vancouver, teachers and parents, and observations of digitally-mediated interactions, the study investigated how the volume and composition of the learnersâ economic, cultural, and social capital (Bourdieu, 1986) shaped the material conditions of these interactions, and the ways learners were positioned in online and offline spaces (Darvin & Norton, 2015). Findings demonstrated how material conditions of migration, home environments, spatial configurations and access to tools and social resources can shape diverse digital dispositions and investment in relational, informational, expressive, recreational, and operational digital practices. As learners moved across online spaces of language acquisition, power operated not only through human actors, but also through the non-human interactants of physical and digital contexts. Digital repertoires, cultures-of-use (Thorne, 2003), sociotechnical structures and algorithmic processes had power to shape the distribution of knowledge, compartmentalize identities, and segregate social networks, constructing modes of exclusion online. Uncritical interpretations of what constitutes digital literacy, perpetuated by educational policies and teacher beliefs, can also contribute to a neoliberal agenda in learning that reproduces social inequalities. By establishing connections between learners, tools, and contexts of use, this dissertation demonstrates how social class is an increasingly germane construct to examine these inequalities, particularly if understood as fluid, relational, and subjectively experienced. Drawing on these findings, the dissertation …
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/68111
note: DIGITAL IDENTITIES, EDUCATIONAL INEQUITIES: INVESTIGATING SOCIAL CLASS AND NEW LITERACIES OF MIGRANT FILIPINO YOUTH IN THE KNOWLEDGE ECONOMY by Ronald Perfecto Raymundo Darvin (Ron Darvin) A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate and Postdoctoral Studies (Teaching English as a Second Language) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) December 2018 © Ronald Perfecto Raymundo Darvin (Ron Darvin), 2018 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: DIGITAL IDENTITIES, EDUCATIONAL INEQUITIES: INVESTIGATING SOCIAL CLASS AND NEW LITERACIES OF MIGRANT FILIPINO YOUTH IN THE KNOWLEDGE ECONOMY submitted by RONALD PERFECTO RAYMUNDO DARVIN in partial fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY in TEACHING ENGLISH AS A SECOND LANGUAGE Examining Committee: DR. BONNY NORTON, FRSC Supervisor DR. JIM ANDERSON Supervisory Committee Member DR. MARGARET EARLY Supervisory Committee Member DR. LING SHI University Examiner DR. ALISON TAYLOR University Examiner d DR. CHRISTOPH HAFNER External Examiner d iii Abstract Drawing on data from an 18-month case study of migrant Filipino youth of various social class positions, this dissertation examines the socialization of L2 learners into different digital practices, and the implications of these differences in educational contexts where digital literacies are unequally valued. Through interviews of 18 focal participants from three high schools in Vancouver, teachers and parents, and observations of digitally-mediated interactions, the study investigated how the volume and composition of the learnersâ economic, cultural, and social capital (Bourdieu, 1986) shaped the material conditions of these interactions, and the ways learners were positioned in online and offline spaces (Darvin & Norton, 2015). Find…
has type: Thesis/Dissertation
date issued: 2019-02
is shown at: 10.14288/1.0375797
language: eng
degree discipline: Teaching English as a Second Language
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/68111