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[Xmca-l] Re: Identity through "experiential texts": Summary of off-line responses

Wonderful collection of materials. Thanks for starting this, David.

On Tue, Aug 2, 2016 at 3:04 AM, David H Kirshner <dkirsh@lsu.edu> wrote:

> In addition to the online suggestions and conversations, I received 4
> off-line responses to my request for "experiential texts" that perturb
> notions of identity. Here is a summary of the off-line responses.
> This has been a wonderful shower of resources for me, greatly enriching
> the work I will do with our preservice teachers.
> My thanks to all.
> David
> 1. Anna Stetsenko was kind enough to send me an article and link me to her
> work on identity as informed by Vygotsky, Freire and Bakhtin.
> Vianna, E., & Stetsenko, A. (2011). Connecting learning and identity
> development through a transformative activist stance: Application in
> adolescent development in a child welfare program. Human Development, 54,
> 313-338.
> This paper is based on a series of works on self/identity that can be
> found on my www.academia page or I could send some of them if you are
> interested. Some of these themes from these works have been taken up for
> example in Ian Burkitt, The social selves: Theories of Self and Society.
> 2. Christina Berchini kindly sent me three of her publications and links
> to further works that address race / identity / experience in some way.
> Christina is not part of XMCA, but was forwarded my request by Peter
> Smagorinsky -- thanks, Peter.
> I have attached a recent IJQS piece, in which I address teacher identity
> development.
> Berchini, C. (2016). Structuring contexts: Pathways toward un-obstructing
> race-consciousness. International Journal of Qualitative Studies in
> Education, Special Issue, 29(8), 1030-1044.
> I have also attached my English Education piece, which is a personal
> reflection wherein I address tensions/contradictions in my own practices
> and attempts to employ a critical pedagogy in my teacher education
> classroom.
> Berchini, C. (2014). Learning to teach and critical Pedagogy: Struggling
> with a "Do as I say/ Not as I do" practice. English Education, 46(3),
> 247-267.
> I also have a chapter in a book titled What Does It Mean to Be White in
> America? Breaking the White Code of Silence, A Collection of Personal
> Narratives. In this chapter, I address my personal experiences with
> learning to understand my own racial identity development. (The other
> essays in this volume might also be of interest to you, given that it
> provides a series of "experiential texts" and can be bought on createspace
> for $12 with this coupon code: GFGPQJ7S (case sensitive).
> Berchini, C. (2016). How to be white: A primer. In G. David & S.F. Forbes
> (Eds.), What does it mean to be white in America? (pp. 45-58). New York,
> NY: 2Leaf Press.
> I also wonder whether some of my published creative work might be useful
> for you:
> [1]Berchini, C. (2016). "School is what you make of it," and other lies my
> parents told me. Empty Sink Publishing. Issue 17.
> http://emptysinkpublishing.com/reality/4891-2/
> [2]Berchini, C. (2015, April 28). Why are all the teachers white?
> Education Week Teacher.
> http://www.edweek.org/tm/articles/2015/04/28/why-are-all-the-teachers-white.html
> 3. Richard Beach was kind enough to send a bibliography as well as a link
> to an amazing Wiki (
> http://identities.pbworks.com/w/page/64216419/FrontPage) that he
> developed in conjunction with his textbook, Identity-Focused ELA Teaching:
> A Curriculum Framework for Diverse Learners and Contexts, by Richard Beach,
> Anthony Johnston, and Amanda Haertling-Thein, published by Routledge Press
> in March, 2015 in print and Kindle/Nook editions.
> One key focus is how students own identities constituted through different
> discourses (Gee) and peer-group/community allegiances shape their responses
> to texts, for example, discourses of race, class, or gender/sexuality (see
> attached bibliography).
> 4. Ellen Scully-Russ, sent me an exercise "I use in my adult learning
> class to help students to explore identity and identify formation:"
> Who am I? (Ask yourself this question at least 20 times and write down
> your answer each time you ask the question.)
> Debrief/reflective questions
> *       Is there particular hierarchy or order to my identities?
> *       How are my identities aligned?
> *       How do my identities contradict?
> *       How do each of my identities influence my assumptions about
> learning: what it is, how it occurs?
> *       How did I develop my identity(s)?
> *       What resources have I used to develop my identity (ies), and how
> have I acquired these resources?
> *       How do my identities change?
> *       What is my sense of self?
> Again, a great thanks to all who replied.
> --
> -----Original Message-----
> From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of David H Kirshner
> Sent: Friday, July 29, 2016 11:21 AM
> To: eXtended Mind, Culture, Activity
> Subject: [Xmca-l] Re: Identity through "experiential texts": Poems and
> Works of Art??
> My thanks for the many great suggestions of movies and academic works!
> I would also welcome suggestions of poems and works of graphic art that
> seem to you to problematize the notion of identity.
> You're welcome to send suggestions off-line, and I'll compile and share
> with XMCA.
> David
> -----Original Message-----
> From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of David H Kirshner
> Sent: Thursday, July 28, 2016 12:05 PM
> To: eXtended Mind, Culture, Activity (xmca-l@mailman.ucsd.edu)
> Subject: [Xmca-l] Identity through "experiential texts"
> I'm preparing to teach a capstone graduate course for teachers-to-be that
> includes a focus on identity.
> The major assignment is a Personal Literacy Portfolio in which students
> compile, organize, and discuss artifacts of their past in exploration of
> their identity. The rationale is that this self-awareness of positioning
> facilitates engagement with students of diverse cultural locations.
> I'm asking for suggestions of course resources.
> Rather than a single course reader, I'm looking for "experiential
> texts"-that is creative products in any medium that can help perturb
> essentialist ideas of core identity in favor of a more complex,
> poststructural view of identity as multiple and fragmented. Media can
> include academic writing in psychology, sociology, philosophy; short
> stories; poetry; film; works of art, etc.
> If you'd like to email me off-line (dkirsh@lsu.edu<mailto:dkirsh@lsu.edu>),
> I'll send a compilation of all suggestions to XMCA.
> Below is a list of some experiential texts I'm already considering.
> David
> Walkerdine, V. (1990). Chapter 1: Sex, power and pedagogy. In V.
> Walkerdine (Ed.), Schoolgirl fictions(pp. 3-15). London: Verso. Reprinted
> from Screen Education, 38, 14-24, 1981.
> PBS Video: http://www.pbs.org/program/nine-months-that-made-you/
> 9 Months That Made You   -  How a person's individuality is developed,
> including their sexuality
> Documentary on the life of a child kept without language for 13 years.
> https://www.theguardian.com/society/2016/jul/14/genie-feral-child-los-angeles-researchers
> https://www.youtube.com/watch?v=VjZolHCrC8E
> Movie: Enemy  https://en.wikipedia.org/wiki/Enemy_(2013_film)
> The film stars Jake Gyllenhaal as two men who are physically identical,
> but different in terms of personality.
> Gee, J. P. (2001). Identity as an analytic lens for research in education.
> In W. G. Secada (Ed.), Review of Research in Education, 25 (pp. 3-56).
> Washington, DC: American Educational Research Association. [identity = kind
> of person one is recognized as being]
> Stremmel, A., Burns, J., Nganga, C., & Bertolini, K. (2015). Countering
> the essentialized discourse of teacher education. Journal of Early
> Childhood Teacher Education, 36(2), 156-174. [discussed in
> http://www.tcrecord.org/Content.asp?ContentID=20275]


It is the dilemma of psychology to deal as a natural science with an object
that creates history. Ernst Boesch