Crafter, S., Abreu, G. d., Cline, T. and O'Dell, L. (2010) Using the vignette methodology as a tool for exploring cultural identity positions. Paper presented to: European Association for Research on Learning and Instruction (EARLI) Special Interest Group 21: Teaching and Learning in Culturally Diverse Settings Meeting: Moving Through Cultures of Learning (SIG 21 2010), University of Applied Sciences, Utrecht, Netherlands, 02-03 September 2010. (Unpublished)
| Item Type: | Conference or Workshop Item (Paper) |
|---|---|
| Abstract: | In this paper we will examine how the vignette methodology can aid understanding of cultural identity. Vignettes are typically short stories about a fictional character or fictional scenario appropriate to a particular study. The story places the behaviour of the character in a concrete context and allows the researcher to explore participants’ positions and perspectives on the issues arising from the situation. We argue that within a framework of cultural development theory and the dialogical self theory (Hermans, 2001) identity positions can be explained in relation to the sociocultural context. To do so we report on part of wider study about representations of children who work. In particular this paper will focus on language brokering which involves translating or interpreting on behalf of family members who do not speak the host language. Language brokering requires the child to engage in both the cultural contexts of the host culture and the home culture and as such, the child must negotiate new cultural identities. Those interviewed were young people aged between 15-18 years – some of whom were brokers and others who were not. When looking at the language broker vignette scenario these young people often positioned the parents, teachers and friends of the language broker in the scenario in particular ways. Through notions of adequacy and inadequacy, visibility and invisibility, theoretical ideas around cultural identity theory and the dialogical self theory can provide an understanding of how the young people moved through different (often conflicting) identity positions |
| Uncontrolled Keywords: | Vignette, dialogical self, cultural identity theory, language brokering |
| Subjects: |
H Social Sciences > HQ The family. Marriage. Women > HQ793 Youth. Adolescents. Teenagers B Philosophy. Psychology. Religion > BF Psychology > BF76.5 Psychology research B Philosophy. Psychology. Religion > BF Psychology > BF712 Developmental psychology |
| Creators: | Crafter, Sarah, Abreu, Guida de, Cline, T and O'Dell, Lindsay |
| Projects: | Young People's Representations of Conflicting Roles in Child Development - RES-000-22-0549-A |
| Faculties, Divisions and Institutes: |
University Faculties, Divisions and Research Centres - OLD > Faculty of Health & Society > Psychology University Faculties, Divisions and Research Centres - OLD > Research Group > Social and Cultural Research in Psychology Group Faculties > Faculty of Health & Society > Psychology Research Centres > Centre for Psychology and Social Sciences |
| Date: | 2 September 2010 |
| Date Type: | Presentation |
| Event Title: | European Association for Research on Learning and Instruction (EARLI) Special Interest Group 21: Teaching and Learning in Culturally Diverse Settings Meeting: Moving Through Cultures of Learning (SIG 21 2010) |
| Event Dates: | 02-03 September 2010 |
| Event Location: | University of Applied Sciences, Utrecht, Netherlands |
| Event Type: | Conference |
| Language: | English |
| Status: | Unpublished |
| Refereed: | Yes |
| URI: | http://nectar.northampton.ac.uk/id/eprint/2830 |
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