The Author's I: Adolescents mediating selfhood through writing

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Abstract

This article looks across two ethnographic case studies on immigrant youth literacy practices in order to understand how two 10th-grade, Caribbean immigrant, high-school students use discourses of academic writing to mediate selfhood. Drawing on the concept of writing as ecology and Black Diaspora theory, the study asked the question: How do immigrant adolescents use writing to frame their experiences and mediate selfhood? The adolescents' use of curricular-based writing represents the dynamic intersection of their school, home and community contexts and it becomes the modes of discourse by which they re-inscribe definitions of themselves. Writing as ecology reflects the purposeful, intertextual ways in which adolescents negotiate "self" across intersecting H/home spaces.

Original languageEnglish (US)
Pages (from-to)229-245
Number of pages17
JournalPedagogies
Volume7
Issue number3
DOIs
StatePublished - Jul 2012

All Science Journal Classification (ASJC) codes

  • Education

Keywords

  • high school
  • home
  • immigrant
  • selfhood
  • writing ecology

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