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My Identity Exploration: Christina U. King


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Examining Identity Theories: Their Affordances and Limitations in Research and Teaching

Identities and Writing or Written Expression My understanding of identity theory is very unclear, and as I provide this reflection I am pondering and questioning what it actually is. So I begin with a definition. Whenever I am unclear about what something means, I look it up. I begin with habitus . Habitus as presented by Bordieu (1990) is believed to be an evolving set of schema that develop through relationships as people adjust, adapt, and negotiate within and across multiple contexts (Compton-Lilly, 2014; Roswell & Pahl, 2007). Social Theory Re-Wired  (http://routledgesoc.com/category/profile-tags/habitus) states that " habitus is one of Bordieu's most influential yet ambiguous concepts [and] refers to the physical embodiment of cultural capital, to the deeply ingrained habits, skills, and dispositions that we possess due to our life experiences." Much like Marxist theory, habitus is very socially heirarchical. People can adapt their habitus to accommodate ...
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Making Sense of Figured Worlds and Identity How I am making sense of figured worlds After reading Holland et al. (1998) Identity and Agency in Cultural Worlds, I find myself seeing the world of academia, of which I am currently immersed, as a figured world in the truest sense. According to the authors, "figured worlds rest upon people's abilities to form and be formed in collectively realized "as if" realms" (p. 49). Their question of "What if there were a world called academia, where books were so significant that people would sit for hours on end, away from friends and family, writing them?" really resonated with me.  Academia is a figured world, created by those who positioned themselves as more knowledgeable than others and therefore capable of researching, scrutinizing, criticizing, and then writing about others in comparison to themselves and those whom they esteem. Holland et al. (1998) talk about the figured world as "a socially a...
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New Literacies and Its Use as a Form of Activism

Prior to reading these articles on digital and pop culture literacies (Haddix & Sealey-Ruiz, 2012), case studies of young immigrant children and their intersectional identity negotiation (Compton-Lilly et al., 2017), and new media narratives as connective identity texts (Wargo, 2017), I don't know that I really viewed student use of new literacies as a form of activism on the parts of the students and/or the teachers. However, when looking at the potential and power associated with the ability to pen or write one's own story - these new literacies have the potential to shift or refocus the power away from the teacher - as in a more traditional and teacher-lead space - to the student. This repositioning or shifting of power opens up many doors for those who are typically marginalized - African Americans, Blacks, Latinxs, LGBTQ youth, immigrants, etc. I like the term "emancipatory pedagogies" used by Haddix and Sealey-Ruiz (2012) which aptly describes new literaci...
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