Pedagogies of belonging:

About the session

This presentation shares findings from a participatory ethnography project that brought together researchers, teachers, students and parents to examine the lived experiences of plurilingual students, their parents' and their teachers' in K-12 third-tier city Canadian classrooms.  The presentation will specifically focus on data and findings related to the four key concepts of identity positioning, multilingual, transcultural and embodied language learning as experienced by students from refugee and immigrant backgrounds and their class-mates drawing on Third-world feminist, poststructural and intersectionality theories as explored in  critical applied linguistics, and theories of multimodality and embodied knowing in cultural studies. The study also highlights the importance of empowering meaning-making and self-expression through plurilingual, multimodal and embodied explorations. The findings of this study showcase that multilingual, multimodal, embodied and transcultural pedagogies have the potential to cultivate sense of belonging, agency, as well as identity investment in language learning through creation of identity positions of expertise.

About Dr. Burcu Yaman Ntelioglou

Dr. Burcu Yaman Ntelioglou is an Associate Professor/Chair in the Department of Curriculum and Pedagogy in the Faculty of Education at Brandon University, Canada. She completed a postdoctoral fellowship and a PhD at the Ontario Institute for Studies in Education, University of Toronto and holds a Master's in education from York University, Canada. She teaches in both the teacher education and graduate education programs. Her work focuses on the education of linguistically and culturally diverse students in transcultural contexts of migration, multilingualism and globalization; critical applied linguistics; literacy education; language maintenance and revitalization; drama education; and the use of collaborative, community-based, participatory, and digital methodologies in research.