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My Identity Exploration: Christina U. King


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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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Figured Worlds

Figured Worlds Guiding Questions: What figured world is constructed? What artifacts pivot the activity?What identities are performed? What agency and power is exerted or resisted in this data sample? What sociocultural norms are performed or resisted (cultural, linguistic, racial, gendered, religious, class….) In what ways are these figured worlds familiar or new to you? Following this week's reading, I believe that I have a better understanding of Holland et al. (1998) definition of figured worlds. All of this week's reading - Barron, 2013; Gelfuso & Dennis, 2017; and Blackburn, 2002-2003) reference the definition of a complex and multi-layered concept of identity, and Barron (2013) and Blackburn (2002-2003) reference the 4 key concepts or contexts of identity: "figured world, positionality, space of authoring, and making worlds" (Barron, 2013, p. 5; Blackburn, 2002-2003, pp. 313-314).  I suppose that this week's articles figured worlds are somewhat fa...
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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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