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Identity Within the Mainstream Grade 8 Writing Classroom: Ways in Which Honouring Identity Identity Within the Mainstream Grade 8 Writing Classroom: Ways in Which Honouring Identity Enhances the Teaching and Learning of Writing by Donna Barkman A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirements of the degree of MASTER OF EDUCATION Department of Curriculum, Teaching and Learning University of Manitoba Winnipeg Copyright © 2017 by Donna Barkman Abstract The following research project was born out of the author’s personal struggle with writing proficiency and her multicultural identity experiences, both as a child and as an adult. In today’s world, with increased movement and growing globalization, classrooms are alive with multiple languages and ethnicities. Many students live, perhaps unknowingly, with hybrid identities and many find written communication challenging. Writing, involving not only the mechanics but also the art (Graham and Perin, 2007), is a complex skill for every student to master, the first-language (L1) learner as well as the second- (L2). Likewise, identity, influenced by relationships, experiences, and context, is a complex phenomenon. Because of this complexity, identity is best understood through the sociocultural perspective (Gee, 2000-2001; Nelson, 2008; Bucholtz & Hall, 2005). Ethnographic research is able to bring to the forefront or make visible nuances that “through a wider analytic lens” often remain hidden (Bucholtz and Hall, 2005, p. 597). Thus, to further understand the interplay between identity and the teaching and learning of writing, an (auto) ethnographic approach is used in the research project. ii Acknowledgements This journey has been one I have often felt unqualified to attempt or continue. Thankfully, I have not travelled the road alone. Though formally begun in January of 2013, truly this journey began as a young girl. As I began to face my own hybrid identity, it was my mom who became a sure shelter from the storm and my dad who showed me by example that every language and culture is one of value and worth. So I say, “Thank you.” Then, at the beginning of 2013, when I, with trembling heart, delved into the articles and sat down to write many a paper, the guidance received from professors challenged me on. Again I say, “Thank you.” Thank you to Dr. Yi Li who introduced to me the world of narrative and encouragingly beckoned me to follow a path of challenge, possibility, and creativity. Thank you to Dr. Clea Schmidt who spurred me on to clearer and more concise writing. Thank you to my advisor, Dr. Sandra Kouritzin, who so graciously opened her heart, classroom, and home to my teacher schedule and whose encouragement and guidance made this journey possible and enjoyable. Finally, to my committee, Dr. Kouritzin, Dr. Mani, and Dr. Honeyford, “Thank you.” Your comments were challenging and encouraging. Your words were inspiring. I left our first meeting with a renewed energy to continue the journey. A humble thanks for accepting me as a fellow colleague! To my sisters, who have listened and prayed and cheered, I say, “Thank you.” Thanks for not letting me give up! And, finally, to my students, all of you, I say, “Thank you.” You are my inspiration. iii Table of Contents Abstract ........................................................................................................................................... ii Acknowledgements ........................................................................................................................ iii Chapter One: Introduction ..........................................................................................................1 Tensions ..........................................................................................................................................2 First teaching job ......................................................................................................................3 From south to north ..................................................................................................................6 Memory one........................................................................................................................7 Memory two .......................................................................................................................7 Memory three .....................................................................................................................8 Memory four .......................................................................................................................8 A Complex Landscape ....................................................................................................................9 The teacher .............................................................................................................................10 The classroom environment ..................................................................................................11 The Power of Story .......................................................................................................................12 The Research Puzzle .....................................................................................................................12 Chapter Two: Literature Review .............................................................................................15 Identity Broadly Defined ..............................................................................................................16 The social constructionist framework ....................................................................................16 Importance of context .......................................................................................................19 Hybrid identity........................................................................................................................21 Characteristics .................................................................................................................24 Fluid...yet rooted..........................................................................................................24 Invisible...yet real ........................................................................................................27 Insider...yet outsider .....................................................................................................30 Strengths ..........................................................................................................................32 Inner character .............................................................................................................33 Relational skills ...........................................................................................................33 A personal, vibrant reality ...........................................................................................34 The Classroom Context .................................................................................................................35 iv A space of interconnectedness ................................................................................................35 A space of power ....................................................................................................................37 A space for empowerment ......................................................................................................39 A space for growing ...............................................................................................................45 The Writing Classroom .................................................................................................................47 Process writing...writing in process .......................................................................................50 A hybrid process writing approach ...................................................................................51 Characteristics of a hybrid process writing approach........................................................51 Chapter Three: Methodology ...................................................................................................56 The Research Puzzle Reviewed ....................................................................................................56 Theoretical Framework ..................................................................................................................58 Research Tool - Autoethnography .................................................................................................61 Its importance to the research journey....................................................................................63 Method of Research ......................................................................................................................67 Reflective practice ..................................................................................................................67 The need for teacher voice ..............................................................................................70 The process ............................................................................................................................73 Concerns addressed ................................................................................................................74 The Ethics Underlying the Research .............................................................................................76
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