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Using vignette methodology as a tool for exploring cultural identity positions of language brokers

Crafter, S.; de Abreu, G.; Cline, T. and O'Dell, L. (2015). Using vignette methodology as a tool for exploring cultural identity positions of language brokers. Journal of Constructivist Psychology, 28(1) pp. 83–96.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/10720537.2014.923354
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Abstract

This paper examines how vignette methodology can aid understanding of cultural identity. This is demonstrated through a study of child language brokers where a child is engaged in the cultural contexts of both the host culture and the home culture and must therefore negotiate new cultural identities. Participants were young people aged 15-18 years; some of whom were brokers while others were not. Drawing on notions of adequacy and inadequacy, visibility and invisibility, theoretical ideas around cultural identity theory and dialogical self theory can provide an understanding of how the young people moved through different (often conflicting) identity positions.

Item Type: Journal Item
Copyright Holders: 2015 The Author(s)
Keywords: vignette methodology, child language broker, dialogical self theory
Academic Unit/School: Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling > Psychology
Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling
Faculty of Arts and Social Sciences (FASS)
Other Departments > Research and Academic Strategy
Other Departments
Research Group: Centre for Research in Education and Educational Technology (CREET)
Innovation, Knowledge & Development research centre (IKD)
Item ID: 48379
Depositing User: Sarah Crafter
Date Deposited: 01 Feb 2017 11:25
Last Modified: 07 Aug 2019 19:44
URI: http://oro.open.ac.uk/id/eprint/48379
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