Identity (ies) and re-existence literacies through the negotiation of resistance narratives
This article aims to analyze the identity(ies) development and re-existence literacy(ies) through understanding, negotiation, and creation of resistance narratives among preservice English teachers. This reflective study offers five theoretical assumptions: a) Globalization affects the development o...
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| Formato: | Online |
| Idioma: | spa |
| Publicado em: |
Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/31741 |
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| Resumo: | This article aims to analyze the identity(ies) development and re-existence literacy(ies) through understanding, negotiation, and creation of resistance narratives among preservice English teachers. This reflective study offers five theoretical assumptions: a) Globalization affects the development of identity (BAUMAN, 2004; JENKINS, 2014); b) Identity development, literacy, and re-existence are sociocultural practices that are always negotiated (HEATH, 1983; FREIRE, 1985); c) Resistance is a liberating practice of oppressed societies (GIROUX, 1983; FOUCAULT, 1999); d) The narratives of resistance arise to re-exist (SILVA-SOUZA, 2009; ALBÁN-ACHINTE, 2013); and e) Literacies of re-existence are sociocultural practices (CUPELLI, 2008; SILVA-SOUZA, 2011). These assumptions and the theorists who support them become ways to make this issue a scenario for negotiation, identity development, and re-existence. Finally, the text shows the importance of understanding these assumptions as a useful pedagogical task for understanding a more just and equitable world. |
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