'I Wish Color Had No History': An Exploration of Identity through Student Performance Poetry

Autor/in	Halldórsdóttir Gudjonsson, Brynja Elisabeth
Titel	'I Wish Color Had No History': An Exploration of Identity through Student Performance Poetry
Quelle	In: Ethnography and Education, 13 (2018) 3, S.322-339 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halldórsdóttir Gudjonsson, Brynja Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2017.1422134
Schlagwörter	Student Diversity; Ethnography; Poetry; Background; Cultural Influences; Social Influences; Power Structure; Expectation; Identification (Psychology); Racial Factors; Multiracial Persons; School Culture; Interviews; Focus Groups; Secondary School Students + Suchen Sie Ihr Suchwort? Ethnografie; Lyrik; Poesie; Hintergrundinformation; Cultural influence; Kultureinfluss; Sozialer Einfluss; Expectancy; Erwartung; Mischling; Schulkultur; Schulleben; Interviewing; Interviewtechnik; Sekundarschüler
Abstract	This article focuses on multiracial student experiences using co-created ethnographic data with two students' spoken word poetry. The students considered their own history, their origins and discovered a complexity--and found that their struggle was not exclusively internal. External expectations of singular categorizations and social understanding of behavior played a role in students' identity construction. The students exhibited an internalization of expectations, as they reflected on their developing identities in their writing. They also indicated that they found ways to resist the expectations and forms of power. The results further discussions related to the modern understanding of identity fluidity and raises the question of why identity, in the modern context, continues to be seen as fixed. The research enabled students to reflect on the complex nature of identity and present a nuanced picture of their unique identity struggles, and their awareness of the social constructs and expectations of others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01