Positioning Self in “figured worlds”: Using Poetic Inquiry to Theorize Transnational Experiences in Education

Wiggins, Joy L.; Monobe, Gumiko

doi:10.1007/s11256-016-0386-5

Cited by 7 publications

(8 citation statements)

References 13 publications

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“…The number of newcomer students I have encountered has multiplied, and I see them with such different eyes and through such a different lens than in the past. However, based on the behaviors I have observed, I still believe that many EBs would find themselves agreeing with parts of Wiggins's (2017) poem. The emergent bilinguals I work with appear to try to fit into a school system and society that is not as welcoming and accepting as it should be.…”

Section: )mentioning

confidence: 92%

“…Just blend in. (Wiggins & Monobe, 2017, p. 161) In the above excerpt from her poem "Survival Rulebook," Wiggins attempts to explain her narrative in reference to her transnational life (Wiggins & Monobe, 2017). Now, as a teacher educator, she uses her positionality to engage teachers in dialogue regarding the influence positioning has on one's identity.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The authors found that four themes captured their experience navigating through the figured world. Those themes included: isolation, vulnerability, adaptation, and survival (Wiggins & Monobe, 2017).…”

Section: Figured Worldsmentioning

confidence: 99%

“…The literature discussed above all discussed the influences of macro level ideologies on student identities. However, few studies made the connection between these ideologies and emergent bilinguals (Colón and Heineke, 2015;Wiggins & Monobe, 2017). Also, the focus was on the ideologies and not the connection to student discursive acts; therefore, warranting the need for additional studies investigating student enactment of discourses reflective of dominant ideologies.…”

Section: Narrativesmentioning

confidence: 99%

“…Utilizing students' funds of knowledge would support Wiggins and Monobe's (2017) claim that emergent bilinguals need to be positioned as insiders in the school setting in order to positively negotiate their identity in relation to their funds of knowledge. Overall, my study's findings contribute to understanding the important role teachers play in positioning their students in the figured world of school.…”

Section: Reconfiguring the Figured World Of Schoolmentioning

confidence: 99%

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Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

Urbanc¹

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Section: )mentioning

confidence: 92%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Figured Worldsmentioning

confidence: 99%

Section: Narrativesmentioning

confidence: 99%

Section: Reconfiguring the Figured World Of Schoolmentioning

confidence: 99%

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Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

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A Non-native Teacher’s Reflection on Living in New Zealand

Yan

2020

NZ J Educ Stud

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Teaching wicked problems in higher education: ways of thinking and practising

McCune

Tauritz

Boyd

et al. 2021

Teaching in Higher Education

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This paper reports on research into teachers' perspectives on education to prepare students for working with 'wicked' problems (Rittel and Webber 1973). These problems are complex, lack clear boundaries, and attempts to solve them -generally by bringing together multiple stakeholders with contrasting viewpoints -often have unforeseen consequences. Examples include many of the most significant current global challenges. We conducted semistructured interviews with twenty teachers in higher education who focused on wicked problems, and a comparison group of 15 other teachers. We used the theoretical lenses 'ways of thinking and practising in the subject area ' (Anderson and Hounsell, 2007) and 'figured worlds' (Holland et al., 1998) to frame our perspectives on high quality learning in relation to wicked problems. Our findings elaborate four key aspects of learning for wicked problems.Implications for policy makers and institutions include the structural changes that would likely be required to support such teaching.

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Positioning Self in “figured worlds”: Using Poetic Inquiry to Theorize Transnational Experiences in Education

Cited by 7 publications

References 13 publications

Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

Influence Of Language Ideologies And Positioning On Emergent Bilinguals Linguistic Identity

A Non-native Teacher’s Reflection on Living in New Zealand

Teaching wicked problems in higher education: ways of thinking and practising

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