Abstract
Super-diversity is an important social field of analysis, diversifying and deepening the current base of research in multicultural education, bilingual education and in transnationalism in education. Researching super-diversity provides an intersectional lens from which to understand the relationship of race and language among myriad diverse immigrant groups, rather than the single-group studies that are common in education research studies. Secondly, researching super-diversity is both about capturing the joy and creative cultural production that occurs in spaces with multiple language groups, but to also attend to the racism and power that may look different in super-diverse spaces. The present article discusses techniques of data collection in super-diverse contexts that can give rise to these goals: researching horizontally and researching vertically. Researching horizontally means selecting participants in order to provide opportunities to see how youths’ creative cultural and linguistic repertoires of practice illuminate super-diversity. Researching vertically looks at how power reconfigures in super-diverse sites in relation to the ways in which diversity is managed and governed.
Acknowledgements
I thank Reva Jaffe-Walter and Gerald Malsbary for early comments that supported this project, and two anonymous reviewers. I especially thank my key informants without whom this research would not have been possible.
References
Alim, H. Samy. 2009. Translocal style communities: Hip Hop youth as cultural theorists of style, language, and globalization. Pragmatics 19(1). 103–127.10.1075/prag.19.1.06aliSearch in Google Scholar
Arce, Alberto & Michael Wissenstein. 2014. UN enters immigration debate, pushes for fleeing Central Americans to be treated as refugees. Huffington Post.com. http://www.huffingtonpost.com/2014/07/08/un-enters-immigration-debate_n_5565807.html (accessed 7 August 2015).Search in Google Scholar
Arnaut, Karel. 2012. Super-diversity: Elements of an emerging perspective. Language and Superdiversities II. Diversities 14(2). 1–16.Search in Google Scholar
Arnaut, Karel. 2013. Super-diversity: Elements of an emerging perspective. Diversities 14(2). 1–15.Search in Google Scholar
Au, Kathryn. 2009. Isn’t culturally responsive instruction just good teaching? Social Education 73(4). 179–183.Search in Google Scholar
Banks, James. 1991. The dimensions of multicultural education. Multicultural Leader, 4. 3–4.Search in Google Scholar
Bartlett, Lesley & Ofelia García. 2011. Additive schooling in subtractive times: Bilingual education and Dominican immigrant youth in the Heights. Nashville: Vanderbilt University Press.10.2307/j.ctv16b78cpSearch in Google Scholar
Bartlett, Lesley & Frances Vavrus. 2014. Transversing the Vertical Case Study: A methodological approach to studies of education policy as practice. Anthropology of Education Quarterly, 45(2). 131–147.10.1111/aeq.12055Search in Google Scholar
Blommaert, Jan. 2013. Citizenship, language, and superdiversity: Towards complexity. Journal of Language, Identity & Education 12(3). 193–196.10.1080/15348458.2013.797276Search in Google Scholar
Blommaert, Jan & Ad Backus. 2011. Repertoires revisited: ‘Knowing language’ in superdiversity. Working Papers in Urban Language & Literacies, Paper 67. Tilburg, Netherlands: Tilburg University.Search in Google Scholar
Blommaert, Jan, & Ben Rampton. 2012. Language and superdiversity. Diversities 13(2). 1–21.Search in Google Scholar
Creese, Angela, & Adrian Blackledge. 2010. Towards a sociolinguistics of superdiversity. Zeitschrift für Erziehungswissenschaft 13(4). 549–572.10.1007/s11618-010-0159-ySearch in Google Scholar
Crenshaw, Kimberlé. 1991. Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review 43(6). 1241–1299.10.2307/1229039Search in Google Scholar
Domingo, Myrrh. 2014 Transnational language flows in digital platforms: A study of urban youth and their multimodal text making. Pedagogies: An International Journal 9(1). 7–25.10.1080/1554480X.2013.877554Search in Google Scholar
D’warte, Jacqueline. 2014. Exploring linguistic repertoires: Multiple language use and multimodal literacy activity in five classrooms. Australian Journal of Language and Literacy 37(1). 21–30.Search in Google Scholar
Erickson, Frederick. 1986. Qualitative methods in research on teaching. In M. C. Wittrock (ed.), Handbook of Research on Teaching (3rd ed.). New York: Macmillan.Search in Google Scholar
Erickson, Frederick. 2005. Culture in society and in educational practices. In James Banks (ed.), Multicultural education: Issues and perspectives, 5th edn, 33–56. New York: John Wiley.Search in Google Scholar
Erickson, Frederick. 2011. Culture. In B. A. Levinson & M. Pollock (eds.), A Companion to the Anthropology of Education, 25–33. London: Blackwell Publishing.10.1002/9781444396713.ch2Search in Google Scholar
Furman, Jim. 2008. Tensions in multicultural teacher education: Demographics and the need to demonstrate effectiveness. Education and Urban Society 41(1). 55–79.10.1177/0013124508321440Search in Google Scholar
García, Ofelia & Nelson Flores. 2014. Multilingualism and the common core standards in the U.S. In Stephen May (ed.), The multilingual turn: Implications for SLA, TESOL, and bilingual education, 147–166. New York: Routledge.Search in Google Scholar
Gay, Geneva. 2002. Preparing for culturally relevant teaching. Journal of Teacher Education 53(2), 106–116.10.1177/0022487102053002003Search in Google Scholar
Gonzalez, Norma, Luis Moll & Cathy Amanti, (eds.). 2005. Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum.Search in Google Scholar
Gordon, Milton. 1964. Assimilation in American life: The role of race, religion, and national origins. New York: Oxford University Press.10.2307/3510186Search in Google Scholar
Glick Schiller, Nina, Linda Basch, & Cristina Blanc-Szanton. 1992. Transnationalism: A new analytic framework for understanding migration. Annals of the New York Academy of Sciences, 645(1). 1–24.10.1111/j.1749-6632.1992.tb33484.xSearch in Google Scholar
Glick Schiller, Nina & Noel B. Salazar. 2013. Regimes of mobility across the globe. Journal of Ethnic and Migration Studies 39(2). 183–200.10.1080/1369183X.2013.723253Search in Google Scholar
Grasmuck, Sherri & Ramón Grosfoguel. 1997. Geopolitics, economic niches, and gendered social capital among recent Caribbean immigrants in New York City. Sociological Perspectives 40(3). 339–363.10.2307/1389447Search in Google Scholar
Gutiérrez, Kris & Barbara Rogoff. 2003. Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher 32(5). 19–25.10.3102/0013189X032005019Search in Google Scholar
Hayes-Bautista, David. 2004. La nueva California: Latinos in the golden state. Berkeley, CA: University of California Press.Search in Google Scholar
Heath, Shirley Brice. 1996 [1983]. Ways with Words: Language, life, and work in communities and classrooms. New York & Cambridge: Cambridge University Press.10.1017/CBO9780511841057Search in Google Scholar
Kubota, Ryuko & Angel Lin. 2006. Race and TESOL: Introduction to concepts and theories. TESOL Quarterly 40(3). 471–493.10.2307/40264540Search in Google Scholar
Lam, Wan Shun Eva. 2004. Border discourses and identities in transnational youth culture. In Jabari Mahiri (ed.), What they don’t learn in school: Literacy in the lives of urban youth. New York: Peter Lang Publishers.Search in Google Scholar
Lam, Wan Shun Eva. 2006. Culture and learning in the context of globalization: Research directions. Review of Research in Education, 30(1). 213–237.10.3102/0091732X030001213Search in Google Scholar
Ladson-Billings, Gloria. 1994. The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.Search in Google Scholar
LeCompte, Margaret. 2002. The transformation of ethnographic practices: Past and current challenges. Qualitative Research 2(3). 283–299.10.1177/146879410200200301Search in Google Scholar
Malsbary, Christine. 2012. “Assimilation, but to what mainstream?”: Immigrant youth in a super-diverse high school. Encyclopaideia: International Journal of Phenomenology and Education XVI(33). 89–112.Search in Google Scholar
Malsbary, Christine. 2013. “It’s not just learning English, it’s learning other cultures”: Belonging, power, and possibility in an immigrant contact zone. International Journal of Qualitative Studies in Education 27(10). 1312–1336.10.1080/09518398.2013.837210Search in Google Scholar
Malsbary, Christine Brigid & Appelgate, Mollie. 2016. Working downstream: A beginning ESL teacher negotiating practice and policy. Language Policy 15(1). 27–47.10.1007/s10993-014-9347-6Search in Google Scholar
Marr Maira, Sunaina. 2009. Missing: Youth, citizenship, and empire after 9/11. Durham, NC & London: Duke University Press.10.1515/9780822392385Search in Google Scholar
McCarty, Teresa L., Mary Eunice Romero-Little, Larisa Warhol, & Ofelia Zepeda. 2009. Indigenous youth as language policy makers. Journal of Language, Identity & Education 8(5). 291–306.Search in Google Scholar
McCarty, Teresa, Susan Faircloth, Gene Glass, James Ladwig, Stacey Lee, Stuart McNaughton, Laurence Parker, & Sofia Villenas. 2014. Editorial statement. American Educational Research Journal 51(1). 4–6.10.3102/0002831214524512Search in Google Scholar
Morrell, Ernest. 2008. Critical literacy and urban youth: Pedagogies of access, dissent, and liberation. New York: Routledge.Search in Google Scholar
Ngai, Mae. 2014. Impossible subjects: Illegal aliens and the making of modern America. Princeton, NJ: Princeton University Press.10.1515/9781400850235Search in Google Scholar
Paris, Django. 2012. Culturally sustaining pedagogy a needed change in stance, terminology, and practice. Educational Researcher 41(3). 93–97.10.3102/0013189X12441244Search in Google Scholar
Paris, Django & H. Samy Alim. 2014. What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review 84(1). 85–100.10.17763/haer.84.1.982l873k2ht16m77Search in Google Scholar
Passel, Jeffrey. 2006. The size and characteristics of the unauthorized migrant population in the US. Pew Hispanic Center. http://www.pewhispanic.org/2006/03/07/size-and-characteristics-of-the-unauthorized-migrant-population-in-the-us/ (accessed 7 August 2015)Search in Google Scholar
Portes, Alejandro, & Rubén Rumbaut. 2006. Immigrant America: A portrait. Los Angeles, CA: University of California Press.10.1525/9780520940482Search in Google Scholar
Pratt, Mary Louis. 1992. Imperial eyes: Travel writing and transculturation. New York: Routledge.10.4324/9780203163672Search in Google Scholar
Rampton, Ben. 2011. From ‘multi-ethnic adolescent heteroglossia’to ‘contemporary urban vernaculars’. Language & Communication 31(4). 276–294.10.1016/j.langcom.2011.01.001Search in Google Scholar
Redman, Elizabeth Horst. 2014. A study of novice science teachers’ conceptualizations of culturally relevant pedagogy. Los Angeles, CA: UCLA dissertation.Search in Google Scholar
Reyes, Angela. 2014. Linguistic anthropology in 2013: Super-new-big. American Anthropologist 116(2). 366–378.10.1111/aman.12109Search in Google Scholar
Sleeter, Christine & Carl Grant. 1987. An analysis of multicultural education in the United States. Harvard Educational Review 57(4). 421–445.10.17763/haer.57.4.v810xr0v3224x316Search in Google Scholar
Stanton-Salazar, Ricardo D. 2004. Social capital among working-class minority students. In Margaret A. Gibson, Patricia Gándara & Jill Petersen Koyama (eds.), School connections: US Mexican youth, peers, and school achievement, 18–38. New York: Teachers College Press.Search in Google Scholar
Stepick, Alex & Carol Dutton Stepick. 2009. Diverse contexts of reception and feelings of belonging. Forum: Qualitative Social Research 10(3). http://www.qualitative-research.net/index.php/fqs/article/view/1366/2862 (Accessed 7 August 2015).Search in Google Scholar
Suárez-Orozco, Carola, Marcelo Suárez-Orozco & Irina Todorova. 2008. Learning a new land: Immigrant students in American society. Cambridge: Harvard University Press.10.4159/9780674044111Search in Google Scholar
Talmy, Steven. 2004. Forever FOB: The cultural production of ESL in a high school. Pragmatics (2/3). 149–172.10.1075/prag.14.2-3.03talSearch in Google Scholar
Thompson, Ginger. 2009. Where education and assimilation collide. New York Times. http://www.nytimes.com/2009/03/15/us/15immig.html?pagewanted=all&_r=0 (accessed 7 August 2015).Search in Google Scholar
Valenzuela, Angela. 1999. Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.Search in Google Scholar
Vavrus, Frances & Lesley Bartlett. 2006. Comparatively knowing: Making the case for the vertical case study. Current Issues in Comparative Education 8(2). 95–103.Search in Google Scholar
Vertovec, Steven. 2007. Super-diversity and its implications. Ethnic and Racial Studies 29(6). 1024–1054.10.1080/01419870701599465Search in Google Scholar
Vertovec, Steven. 2014. Reading ‘super-diversity’. Representations: Powers and pitfalls. In Bridget Anderson & Michael Keith (eds.), Migration: A COMPAS anthology. Oxford: COMPAS. http://compasanthology.co.uk/wp-content/uploads/2014/02/Vertovec_COMPASMigrationAnthology.pdf (Accessed 8 September 2015).Search in Google Scholar
Zong, Jie & Jeanne Batalova. 2014, April 28. Frequently requested statistics on Immigrants and Immigration. Migration Information Source: MPI. Retrieved: http://www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states/Search in Google Scholar
©2016 by De Gruyter Mouton
Articles in the same Issue
- Frontmatter
- Introduction
- Introduction: US perspectives on super-diversity and schooling
- Featured Articles
- Qualitative research in super-diverse schools
- “Out gay boys? There’s, like, one point seven five”: Negotiating identity in super-diversity
- Latino linguistic repertoires in an intensely-segregated Black and Latina/o high school: Is this super-diversity?
- From truncated to sociopolitical emergence: A critique of super-diversity in sociolinguistics
- Cultivating linguistic flexibility in contexts of super-diversity
- Book Reviews
- Citizen sociolinguistics and new takes on communication in diverse social contexts
- Composition rhetoric translingual turn: Multilingual approaches to writing
- Small Languages and Small Language Communities 81
- What practices and ideologies support small-scale multilingualism? A case study of Warruwi Community, northern Australia
Articles in the same Issue
- Frontmatter
- Introduction
- Introduction: US perspectives on super-diversity and schooling
- Featured Articles
- Qualitative research in super-diverse schools
- “Out gay boys? There’s, like, one point seven five”: Negotiating identity in super-diversity
- Latino linguistic repertoires in an intensely-segregated Black and Latina/o high school: Is this super-diversity?
- From truncated to sociopolitical emergence: A critique of super-diversity in sociolinguistics
- Cultivating linguistic flexibility in contexts of super-diversity
- Book Reviews
- Citizen sociolinguistics and new takes on communication in diverse social contexts
- Composition rhetoric translingual turn: Multilingual approaches to writing
- Small Languages and Small Language Communities 81
- What practices and ideologies support small-scale multilingualism? A case study of Warruwi Community, northern Australia