When Success Makes Me Fail: (De)constructing Failure and Success in a Conventional American Classroom
When Success Makes Me Fail: (De)constructing Failure and Success in a Conventional American Classroom
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当成功让我失败时：（解）构传统美国课堂中的失败和成功
DOI：
10.1080/10749030801970528
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发表时间：
2008
期刊：
影响因子：
--
通讯作者：
R. DePalma
中科院分区：
文献类型：
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作者：
R. DePalma
本文探讨了劳拉的情况下，一个9岁的墨西哥移民谁正式“未能学习英语”在美国学校。更准确地说，学校教育辜负了劳拉，而且是在语言学习之外的方面。这种对失败的诊断沿着受到了批评，支持这种诊断的是关于成功和失败的个人主义和本质主义假设。我的分析基于社会文化的能动性概念，表明劳拉和她的老师们不加批判地分享了一个以制度为中介的学校成功议程，其根源是相互矛盾的制度要求和缺乏对彼此主体性的了解。结果，劳拉无意中讽刺地参与了自己的失败建构。
This article examines the case of Laura, a 9-year-old Mexican immigrant who officially “failed to learn English” in an American school. It may be more accurate to say that schooling failed Laura, and in ways that went beyond language learning. This diagnosis of failure is criticized, along with the individualistic and essentialist assumptions about success and failure that support it. My analysis, based on a sociocultural notion of agency, suggests that Laura and her teachers uncritically shared an institutionally mediated agenda for school success, rooted in contradictory institutional demands and lack of access to each others' subjectivities. As a result, Laura unintentionally and ironically participated in her own failure construction.