Re/constructing Identities: Exploring Transgender in Critical Literacy Activities

• In Event: Creative Visions of Anti-Oppressive Classroom Strategies

Abstract

The classroom is where many figured worlds intersect, interact, and influence each other. What figured worlds are at play and how do they interact with each other in a secondary English Language Arts critical literacy lesson, where issues of transgender and sexuality are explored? Are identities being re/constructed (or confirmed)? This critical discourse analysis paper uses Gee’s (2014) three distinct figured worlds - espoused, evaluative, and in-(inter)action - to investigate values and ways of interacting of these figured worlds in one 80-minute-long lesson. The study shows the potential for identity re/construction (or confirmation) in critical literacy classrooms. It has implications for teacher education programs to better prepare teachers in becoming more cognizant of their own positioning and figured worlds.

Author

• Fenglan N Yi-Cline, University of Washington - Seattle