Utilizing Positioning Theory to Examine Burmese Children's Identity Construction in a Qualitative Study

• In Event: Repositioning Learners: Transformative Case Studies in Relationship and Identity Development

Abstract

This ethnographic study investigates how refugee children position themselves within their life experiences in the United States. Positioning theory is utilized as the theoretical framework. Data sources include field notes based on observations, interviews with the children and their parents, and artifacts provided by the participants. Findings show that the participants (re)positioned themselves within three storylines: difficulties on the first day of school in the past, schooling was easier at present, and possible selves in the future. These storylines highlight that the children enacted multiple identities that are often invisible in U.S. classrooms. This study suggests that educators, researchers, and policymakers should value refugee children’s multiple identities rather than only viewing them as students with limiting labels.

Author

• Aijuan Cun, The University of New Mexico