Positioning Self in “figured worlds”: Using Poetic Inquiry to Theorize Transnational Experiences in Education

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• 作者：Joy L. Wiggins ; Gumiko Monobe
• 关键词：Cultural identity ; Education ; Poetic inquiry ; Transnationalism ; Social justice
• 刊名：The Urban Review
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：49
• 期：1
• 页码：153-168
• 全文大小：
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Education, general; Community and Environmental Psychology; Sociology, general;
• 出版者：Springer Netherlands
• ISSN：1573-1960
• 卷排序：49

文摘

This study explores the process of using Holland et al. (Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) “figured worlds” identity and agency theory to explore two scholars’ transnational experiences. Using poetic inquiry as a data analysis tool, this study seeks to (re)position how identity work is theorized and analyzed across broader contexts. Data collection consisted of online discussions, reflective journals, and biographical artifacts to better contextualize our discussions. These co-constructed discussions were transcribed and analyzed using poetic inquiry to better capture and articulate experiential themes of isolation, vulnerability, adaptation, and survival. This study serves three purposes (1) how both authors analyzed, interpreted and theorized our childhood experiences crossing borders using Holland et al. (Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) “figured worlds” theory, (2) how poetic inquiry was used to capture the isolation, vulnerability, adaptation, and survival of one author’s experiences, and (3) how this type of reflexivity explicitly in/transforms theoretical approaches to deconstructing cultural identity and agency in a myriad of contexts, notably teacher education.