Identity Production in Figured Worlds: How Some Multiracial Students become Racial Atravesados/as

Autor/in	Chang, Aurora
Titel	Identity Production in Figured Worlds: How Some Multiracial Students become Racial Atravesados/as
Quelle	In: Urban Review: Issues and Ideas in Public Education, 46 (2014) 1, S.25-46 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-013-0247-4
Schlagwörter	Racial Identification; Multiracial Persons; Undergraduate Students; Student Attitudes; Self Concept; Critical Theory; Race; Urban Education; Ethnography; Interviews + Suchen Sie Ihr Suchwort? Mischling; Schülerverhalten; Selbstkonzept; Kritische Theorie; Rasse; Abstammung; Stadtteilbezogenes Lernen; Ethnografie; Interviewing; Interviewtechnik
Abstract	Using Holland et al.'s ("Identity and agency in cultural worlds," Harvard University Press, Cambridge, 1998) theory of identity and their concept of figured worlds, this article provides an overview of how twenty-five undergraduates of color came to produce a Multiracial identity. Using Critical Race Theory methodology with ethnographic interviewing as the primary method, I specifically focus on the ways in which Multiracial figured worlds operate within a racial borderland (Anzaldúa in "Borderlands: La Frontera--The New Mestiza," Aunt Lute Books, San Francisco, 1987), an alternate, marginal world where improvisational play (Holland et al. in Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) and "facultad" became critical elements of survival. Participants exercised their agency by perforating monoracial storylines and developed a complex process of identity production that informed their behaviors by a multifaceted negotiation of positionalities. I end by focusing on implications for urban education that can be drawn from this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10