“Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class
As a seventh grade American teacher at an international school in Ankara, Turkey during the 2017¬18 school year, I became increasingly concerned about the growing censorship of my students in relation to their identity development, especially when juxtaposed with outside stresses. While engaging wit...
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| Format: | Thesis |
| Language: | English |
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2018
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| _version_ | 1811140424493957120 |
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| author | Muse, A |
| author_facet | Muse, A |
| author_sort | Muse, A |
| collection | OXFORD |
| description | As a seventh grade American teacher at an international school in Ankara, Turkey during the 2017¬18 school year, I became increasingly concerned about the growing censorship of my students in relation to their identity development, especially when juxtaposed with outside stresses. While engaging with Figured Worlds (Holland et al., 1998) and Cultural Historical Activity Theory (Engeström, 1987) as my theoretical frameworks, I designed a 17week selfnarrative portfolio project and intervention for my seventh grade students including writing samples, dramatic monologues, and photography to confront the problems of student censorship and bullying. Through practitioner research, I aimed to ensure a safe, guided space that promoted personal growth and agency for my students; further, I aimed to analyse this growth linguistically for thematic differences between my Turkish students and my international students. By creating a case study of two students’ portfolios and utilising thematic discourse analysis, I found that international students exemplified more identity development shown through linguistic growth, possibly due to less localised expectations and less performative responses. I also found that this project was successful at bridging the gap between several Figured Worlds within my own classroom and engaging both Turkish and international students. |
| first_indexed | 2024-09-25T04:21:46Z |
| format | Thesis |
| id | oxford-uuid:3b607b7d-28fc-4863-944c-d7e77a48d782 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-09-25T04:21:46Z |
| publishDate | 2018 |
| record_format | dspace |
| spelling | oxford-uuid:3b607b7d-28fc-4863-944c-d7e77a48d7822024-08-13T16:47:11Z“Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class Thesishttp://purl.org/coar/resource_type/c_bdccuuid:3b607b7d-28fc-4863-944c-d7e77a48d782EducationEnglishHyrax Deposit2018Muse, AAs a seventh grade American teacher at an international school in Ankara, Turkey during the 2017¬18 school year, I became increasingly concerned about the growing censorship of my students in relation to their identity development, especially when juxtaposed with outside stresses. While engaging with Figured Worlds (Holland et al., 1998) and Cultural Historical Activity Theory (Engeström, 1987) as my theoretical frameworks, I designed a 17week selfnarrative portfolio project and intervention for my seventh grade students including writing samples, dramatic monologues, and photography to confront the problems of student censorship and bullying. Through practitioner research, I aimed to ensure a safe, guided space that promoted personal growth and agency for my students; further, I aimed to analyse this growth linguistically for thematic differences between my Turkish students and my international students. By creating a case study of two students’ portfolios and utilising thematic discourse analysis, I found that international students exemplified more identity development shown through linguistic growth, possibly due to less localised expectations and less performative responses. I also found that this project was successful at bridging the gap between several Figured Worlds within my own classroom and engaging both Turkish and international students. |
| spellingShingle | Education Muse, A “Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class |
| title | “Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class |
| title_full | “Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class |
| title_fullStr | “Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class |
| title_full_unstemmed | “Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class |
| title_short | “Whilst I learn and live”: A comparative case study analysing the identity formation of seventh grade Turkish and international students via self-narratives in English class |
| title_sort | whilst i learn and live a comparative case study analysing the identity formation of seventh grade turkish and international students via self narratives in english class |
| topic | Education |
| work_keys_str_mv | AT musea whilstilearnandliveacomparativecasestudyanalysingtheidentityformationofseventhgradeturkishandinternationalstudentsviaselfnarrativesinenglishclass |