Kelleen Toohey
Simon Fraser University, Faculty of Education, Faculty Member
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Research Interests: Discourse Analysis, Psychology, Action Research, Ethnography, Negotiation, and 12 morePower, Sociality, Authority, Action (Physics), S, M, P, E, C, R, L, and J
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Research Interests: Sociology, Psychology, Cognitive Science, Literacy, Language Education, and 13 moreEducational Research, Pedagogy, Linguistics, Cultural Diversity, Everyday Life, Sociocultural Evolution, Cultural Differences, Reading and writing, Social Relation, Curriculum and Pedagogy, Mainstream, Sociocultural Perspective, and Cognitive Skills
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... of her younger brothers who have started school have already had problems with aggressive behavior. ... who cite the numbers of ESL, disabled, single parent, transient, low income ... Kelleen's then newly published book,... more
... of her younger brothers who have started school have already had problems with aggressive behavior. ... who cite the numbers of ESL, disabled, single parent, transient, low income ... Kelleen's then newly published book, Learning English at School: Identity, Social Relations and ...
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If White people do not know they are White, how can those who are in positions of power, many of whom are White, effectively understand and challenge racism and unearned privilege? (Carr and Lund, p. 2) This recent edited book takes as... more
If White people do not know they are White, how can those who are in positions of power, many of whom are White, effectively understand and challenge racism and unearned privilege? (Carr and Lund, p. 2) This recent edited book takes as its goal to explore “what does Whiteness1 look like in general and in Canada in particular? ” (p. 3) and brings together a variety of authors who explore the individual privileging and institutional pervasiveness of Whiteness from a variety of viewpoints: for example, as a First Nations woman academic; as a White gay man; as a White provincial education policy maker; as a teacher in a northern community, and so on. As one of the chapter authors, Kathleen Berry, observes, while we are familiar with studying the oppression of particular groups in Canadian (and other) societies, what is rare is an acknowledgement of how that oppression links to White privilege. Rather, as George Sefa Dey in the Foreword to the book argues, Whites are more likely to deny ...
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To illustrate how theories of the material (Barad, 2007; Ingold, 2011; Latour, 2005) inform our more recent research, we provide a brief summary of some results from two video production projects involving bilingual and multilingual... more
To illustrate how theories of the material (Barad, 2007; Ingold, 2011; Latour, 2005) inform our more recent research, we provide a brief summary of some results from two video production projects involving bilingual and multilingual children learning English. We propose that the analysis of networks formed by the tools of production, the children and other human and material participants makes visible the dynamics of the sociomaterial world that co-construct the learning context. Observing how these networks can be constraining, we signal how they can also, in some cases, facilitate the mobilization of multilingual and multimodal resources, adoption of a desirable identity and investment in the learning situation.
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Advocates of critical approaches to second language teaching are interested in relationships between language learning and social change. From this perspective, language is not simply a means of expression or communication; rather, it is... more
Advocates of critical approaches to second language teaching are interested in relationships between language learning and social change. From this perspective, language is not simply a means of expression or communication; rather, it is a practice that constructs, and is constructed by, the ways language learners understand themselves, their social surroundings, their histories, and their possibilities for the future. This collection assembles the work of a variety of scholars interested in critical perspectives on language education in globally diverse sites of practice. All are interested in investigating the ways that social relationships are lived out in language and how issues of power, while often obscured in language research and educational practice (Kubota, this volume), are centrally important in developing critical language education pedagogies. Indeed, as Morgan (this volume) suggests, “politically engaged critiques of power in everyday life, communities, and institutio...
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In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of... more
In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of INVESTMENT and IMAGINED COMMUNITIES/IMAGINED IDENTITIES (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technolog...
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ABSTRACT In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of... more
ABSTRACT In this paper we propose that posthuman and decolonizing perspectives on difference might provide a foundation for English as an additional language (EAL) teacher education programs. We briefly examine current outcomes of schooling for EAL students and current teacher education in Canada, showing the necessity and urgency of developing practices for equity. We then discuss posthuman perspectives on difference and their intersections with decolonizing scholarship. Finally, we speculate that EAL teacher education that employs posthuman and decolonizing views might aid us in reconceptualising language education, de-centre Whiteness, ‘native speakerism’ and the white gaze around which concepts of difference and diversity have been assembled.
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This paper represents preliminary efforts to understand what Actor-Network Theory (ANT) might contribute to our interest in analyzing what we hope are enhanced educational practices for second language (L2) learners. This theory... more
This paper represents preliminary efforts to understand what Actor-Network Theory (ANT) might contribute to our interest in analyzing what we hope are enhanced educational practices for second language (L2) learners. This theory encourages us to examine more closely the things, the tools, the non-human actants that are active in particular educational practices, and how those tools and not others, “exclude, invite and regulate particular forms of participation” (Fenwick and Edwards, 2010, p. 7). We identify aspects of ANT that are relevant to our work on videomaking, describe our videomaking research and provide two illustrations of how we began to see what ANT might offer in analysis of our video data and to consider its potential for guiding our ongoing fieldwork. We argue here that ANT highlights the importance of paying attention to the production of networks between both human and non-human actors during the videomaking process to understand how these interactions shape the sch...
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Research Interests: Language Education, Feminist Theory, Assessment, Ethnography, Critical Pedagogy, and 15 moreApplied Linguistics, Essentialism, Language, Israel, Knowledge, Language Learning, Chinese, Computer technology, H, E, C, G, J, A, and GEE
Nous examinons, dans cet article, deux projets de littératie permettant de faire le pont entre les sphères d’activité scolaires, familiales et communautaires. Le premier projet portait sur l’échange international de vidéos produits par... more
Nous examinons, dans cet article, deux projets de littératie permettant de faire le pont entre les sphères d’activité scolaires, familiales et communautaires. Le premier projet portait sur l’échange international de vidéos produits par des jeunes bilingues et plurilingues du primaire et du secondaire. Le deuxième projet impliquait des apprenants de l’anglais inscrits au primaire dans la création de vidéos documentaires. Le cadre théorique unissant ces deux projets permet de concevoir la production vidéo comme une forme de littératie multimodale mobilisant plusieurs moyens d’expression et ressources du répertoire linguistique. Nous présentons un récit interprétatif pour décrire les interactions entre les enfants et la technologie ainsi que les liens qu’ils tissent entre les apprentissages et les expériences vécues dans différents domaines de leur vie. Nous nous attardons aux conditions matérielles et aux discours institutionnels pour identifier comment ils influencent l’ouverture du ...
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This book in the Ablex series Language and Educational Processes is concerned with speculating about the relationships among family dynamics, sexual identity, attitudes toward work, and the literacy activities of thirteen children over... more
This book in the Ablex series Language and Educational Processes is concerned with speculating about the relationships among family dynamics, sexual identity, attitudes toward work, and the literacy activities of thirteen children over three years from kindergarten to ...
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This paper reports on our experience in Native language teacher training in two contexts in British Columbia: one a university sponsored course offered in a northern community, and one a workshop-based in service course offered in the... more
This paper reports on our experience in Native language teacher training in two contexts in British Columbia: one a university sponsored course offered in a northern community, and one a workshop-based in service course offered in the Fraser Valley. Work done with the students is described, excerpts of student work are presented and suggestions about Native language teacher training in Canada are made.
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In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of... more
In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs ofinvestmentandimagined communities/imagined identities(Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies ...
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This article is based on data derived from a four-year ethnographic study that followed two cohorts of ESL learners enrolled in mainstream Canadian primary classrooms from kindergarten through grade 2. It draws on sociocultural theory,... more
This article is based on data derived from a four-year ethnographic study that followed two cohorts of ESL learners enrolled in mainstream Canadian primary classrooms from kindergarten through grade 2. It draws on sociocultural theory, based on the work of the Russian scholars Vygotsky and Bakhtin and developed in North America by Lave and Wenger (1991), Rogoff (1994), and others. In the article, we examine classroom practices that appear to offer our participants access to the linguistic resources of their community and those in which our participants appear to have limited access to these resources. Choral and small group activities are contrasted with Initiation-Response-Evaluation (IRE) sequences to show contrasting possibilities for access. We argue that speech situations in classrooms that are ludic or playful, that, in Bakhtin's (1981) terms, offer ever new ways to mean, are those in which children have the possibility of appropriating the words of others and of finding v...
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In this article, Elizabeth Marshall and Kelleen Toohey use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students in a Canadian elementary... more
In this article, Elizabeth Marshall and Kelleen Toohey use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students in a Canadian elementary school. Using MP3 players, students first recorded and then translated their grandparents' stories of life in India into picture books to serve as cultural resources in their school community. In retelling their grandparents' stories, students drew on a multiplicity of ancestral,globalized, and Western discourses in their textual and pictorial illustrations. The authors examine what happens when the funds of knowledge that students bring to school contradict normative, Western understandings of what is appropriate for children and how school might appropriately respond to varying community perceptions of good and evil.