Identities-in-Practice in a Figured World of Achievement: Toward Curriculum and Pedagogies of Hope

Limarys Caraballo

Abstract


In the current high stakes context of standardization and accountability, deficit perspectives about minoritized students are perpetuated by discourses of achievement that reproduce dominant raced, classed, and gendered norms in society. Discourses about equity, effort, and colorblindness shape figured worlds of achievement in which certain academic identities become available and function to position students as “achievers” or “non-achievers.” Focusing primarily on an assemblage of narratives from and about a “failing” student who “passes,” this article examines the interrelatedness of multiple identities, experiences of curriculum, and academic achievement of minoritized students in a selective urban middle school and conceptualizes identities-in-practice in figured worlds as a lens that can foster curricula and pedagogies of hope.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563