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The Learning of DaF Subject during the Covid-19 Pandemic: The Perspective of the Teachers
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 1-14 ; 23380683 ; 2087-345X (2022)
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| 82 |
Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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| 83 |
Lolita in the Contemporary American Classroom: Pedagogical and Learning Approaches
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In: Master’s Theses and Projects (2021)
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| 84 |
The Impact of the Learner’s Meta-ability Changes on Interpersonal Relations with Teachers under COVID-19: A Lens of Computer-mediated Communication
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| 85 |
The Insistence of Inclusion: The Black Excellence Project
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In: Early College Folio (2021)
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| 86 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 87 |
Video Communication: Explorations of Community and Connectedness, and Closeness in Online Courses
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In: Boise State University Theses and Dissertations (2021)
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| 88 |
The Paradox of /ˈnɪɡə/: Ex·cite·able Acts, Ex·cess·able Moments
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Abstract:
As a historically racialized utterance, nigger has been a contested and despised word since the late 17th Century. Now, in the 21st Century, nigga is still considered one of the most impactful words in the English lexicon. This dissertation provides one situated and contingent analysis of nigga as a moment of excess in the Higher Education classroom. I wed Judith Butler’s theorizing of ex-citable speech via her analyses of J.L. Austin’s influential conceptualizations of speech acts and Louis Althusser’s interpellation to Henry Louis Gates’ theory of Signifyin(g) in order to interrogate the multitudinous articulations and appropriations of nigga as a Signifyin(g) performative. Through my theorizing of nigger-nigga as a Signifyin(g) performative, I interrogate the continuity and discontinuity of use specific to the English Composition and Literature classroom, as well as within multiple Higher Education classrooms and discussions. I interrogate use through the methodology of what I classify as Foucauldian-lite Discourse Analysis, in order to examine nigger and nigga as ex-citable speech. My intention is to interrogate how these utterances inflect and influence constructions of multiply conflicting and complimentary histories, identities, subjectivities and power relationships of professors and students in visible and invisible ways. The Untitled Supplemental Image is a metaphor for my methodology. The image is of my mother’s hands, which a woven throughout the dissertation, symbolically represents my memory of the first time I heard the utterance nigger.
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Keyword:
1911-1960; 1956-; African Americans; Austin; Butler; Education; Gates; Henry Louis; Higher; J. L. (John Langshaw); Jr; Judith; Language and languages; Signifying (Rhetoric)
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URL: https://doi.org/10.7916/d8-ntd0-tr24
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| 89 |
A Polite and Respectful Acceptance —— Implicit Function of Refusal in Chinese from Pedagogical Perspective
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 90 |
Whose shoulders is health research standing on? Determining the key actors and contents of the prevailing biomedical research agenda
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| 91 |
Needs Analysis in Teaching Chinese for Special Purposes: From Theory to Practice
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 92 |
Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses
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| 93 |
Tapping into Students' Culturally Informed Prior Knowledge: A Study of Four Instructors Teaching Undergraduate Biology
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| 94 |
Language Ideologies and the Intercultural Universities in Mexico: San Felipe del Progreso and Ixhuatlán de Madero
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| 95 |
“If I’d Heard That Earlier, It Would Have Changed My Academic Experience”: Connections Between Language Brokering and Undergraduate Academic Writing
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| 96 |
“Going Global” at Home: International Branch Campuses, Im/Mobilities, and the Tensions of Class and Language
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| 98 |
Technology in the Classroom: The Affordances of Web 2.0 Applications to Enhance Social Connections in STEM Courses
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Leo, Michael. - : eScholarship, University of California, 2021
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| 99 |
Promised Land: Reimagining Historically Black Colleges and Universities as Sites of Black Reproductive Justice
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| 100 |
Class and Race in The College Classroom: Faculty interactions and student learning among racially diverse poor and working-class collegians
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