Using Ricoeur's Mimetic Process to Examine the Identities of Struggling Adolescent Readers

Autor/in	Coombs, Dawan
Titel	Using Ricoeur's Mimetic Process to Examine the Identities of Struggling Adolescent Readers
Quelle	In: English Teaching: Practice and Critique, 11 (2012) 1, S.82-103 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
Schlagwörter	Hermeneutics; Personal Narratives; Reading Difficulties; Adolescents; High School Students; College Students; Interviews; Observation; Identification (Psychology); Reading Comprehension; Philosophy; Case Studies; Elementary School Students + Suchen Sie Ihr Suchwort? Hermeneutik; Erlebniserzählung; Reading difficulty; Leseschwierigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Interviewing; Interviewtechnik; Beobachtung; Leseverstehen; Philosophie; Case study; Fallstudie; Case Study
Abstract	Building on the principles of philosophical hermeneutics, Ricoeur (1984) used the concept of narrative to explain how individuals interpret their experiences and make sense of seemingly disconnected elements of life by turning them into the stories. Narrative identities represent the coming together of the stories individuals tell, as well as those told about them by collectivities and by others (Bruner, 1986; Kearney, 2002). These ideas prove particularly relevant to literacy studies because identity influences how individuals make sense of their experiences, including their interactions with texts (McCarthey & Moje, 2000). Using the methodological framework of philosophical hermeneutics, this article discusses how examining elements that make up stories, what Ricoeur (1984) called pre-understandings, offered insights into the narrative identities of adolescent struggling readers. By examining stories shared by one student from a larger multiple-case study, the author demonstrates the way students emplot and interpret their narratives, ultimately acting as agents in the telling of their narratives and the authoring of their identities. Preliminary examinations of these narratives indicate extensive dialogues between adolescents and the pre-understandings they use to construct their narratives about themselves as readers. The significance of others--particularly teachers--becomes evident in the construction of students' narrative identities. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://education.waikato.ac.nz/research/journal/index.php?id=1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10