Negotiating Identities through Canadian Multicultural and Indigenous Picturebooks: A Collective Autobiographical Narrative Inquiry

Autor/inn/en	Chen, Emma; Liu, Yina
Titel	Negotiating Identities through Canadian Multicultural and Indigenous Picturebooks: A Collective Autobiographical Narrative Inquiry
Quelle	In: Waikato Journal of Education, 27 (2022) 1, S.35-50 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1173-6135
Schlagwörter	Picture Books; Cultural Pluralism; Immigrants; Asians; Autobiographies; Self Concept; Parent Child Relationship; Cultural Background; Inquiry; Transformative Learning; Biculturalism; Minority Group Teachers; Adults; Critical Reading; Childrens Literature; Teaching Methods; Outcomes of Education; Foreign Countries; Cultural Differences; Canada + Suchen Sie Ihr Suchwort? Picture book; Bilderbuch; Kulturpluralismus; Immigrant; Immigrantin; Immigranten; Asian; Asiat; Asiatin; Asiaten; Asiate; Autobiography; Autobiografie; Autobiographie; Selbstkonzept; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pädagogische Transformation; Bikulturalität; Kritisches Lesen; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Ausland; Kultureller Unterschied; Kanada
Abstract	Canadian multicultural picturebooks greatly influence both children's and educators' being and becoming. Identity is closely related to our engagement with literacy practices. In this article, two researchers who immigrated from mainland China engage in autobiographical narrative inquiry, a methodology that asks the researchers to self-face, and to "world"--travel to our earlier landscapes, times, places, experiences and relationships. In personal, educational and academic settings, we tell and retell our storied experiences of critically reading four multicultural Canadian picturebooks. Such experiences are analysed through the theoretical lenses of transnational identity, immigrant parent knowledge, mirrors and windows, and no single story. The experiences of reading, reviewing, teaching and researching Canadian multicultural picturebooks have been constructing, mediating, engaging, and exploring our own identities. The personal nature of autobiographical narrative inquiry allows a transformational understanding of the construct of such multiple, complex and ever-shifting identities. We hope to shed light on the importance of negotiating one's transcultural and transnational identity in multicultural picturebooks, as little work presents minority educators' and adult newcomers' voices of reading Canadian multicultural picturebooks. By making visible our critical reading experiences, this inquiry opens space to maximise the outcomes of utilising children's literature in teaching and learning. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01