Five Metaphors and a Case Study: The Longitudinal Case of a Chinese American Child

• In Event: Metaphors of Identity and Literacy: What Do They Say About the Questions We Ask?

Abstract

Purposes
I draw on a 13-year longitudinal case study of James, a Chinese American youth. Over more than a decade and drawing on a multimodal data set, James has presented himself in many ways. Presentations of self intersect with school, family, and engagements with the local Chinese American community. I intentionally, yet briefly, explores data that speaks to each of the five identity metaphors described by Moje and her colleagues (2009) and a sixth metaphor – identity as assemblage to provide entrée to the remaining session papers which draw on one or more of these metaphors.

Theoretical Framework
This paper explores one longitudinal case through the lenses of the five identity metaphors discussed by Moje and her colleagues (2009). These five framings present identity as (1) difference, (2) self and subjectivity, (3) mind or consciousness, (4) narrative, (5) position, and assemblage. Each metaphor contributes to how scholars have understood intersections between identity and literacy (see Table 1). I not only discuss research questions posed by each metaphor, but also presents illustrative data. I highlight epistemological similarities and differences across metaphors and perspectives.

Methodology
Nine children and families participated in the longitudinal collective case study. The students and their families entered the study when they were in preschool, kindergarten, grade 1, or grade 2 and have participated through high school.

Data sources
To document our longitudinal case studies, we visited each child at home and school; collected observational field notes; conducted interviews with children, parents and teachers; and collected student-made artifacts that highlighted various spaces that the immigrant families occupied or have occupied (i.e., home, neighborhood, school, native country, Midwest United States) as well as data that reflected children’s conceptions of self (i.e., self-portraits, self-identified interests, clothing).

Data Analysis
We coded interviews and field notes using a combination of a priori (e.g., child identity, home literacy practices, school literacy practices) and grounded codes (e.g., pop culture, language practices, native country) to explore literacy, identity and schooling for each child. In this paper, we focus on longitudinal data collected with James, a Chinese American youth who has participated in the study since preschool.

Findings
While many research questions could be posed in relation to each of the five framings/metaphors, I pose one research question and illustrative data related to each perspective (see Table 2). While the data presented is minimal, these examples suggest ways to answer various research questions related to identity that could be posed about James. I present a novel identity metaphor, which has become more prominent since 2009, the idea of identity as assemblage (Deleuze & Guattari, 1988) or entanglement (Barad, 2010). In discussing these metaphors, I highlight epistemological similarities and differences.

Scholarly Significance
This study highlights the epistemological differences that accompany theoretical choices made by researchers and the need for scholars to carefully consider how theories, research questions and data align, and challenges scholars to consider how discussions of identity can situate children relative to racial injustice.

Author

• Catherine F. Compton-Lilly, University of South Carolina