About the Book
This book argues that identity as a term needs to be problematized, not taken for granted – for both the risks and the potential that the concept offers to educators for understanding issues of social inequality and how social inequality is being reproduced, and for exploring possible alternative ways educators can work with identity de/formation processes to seek to break the social reproduction structures mediated through identity fixing and essentialization. It provides some of the meta-language and theoretical, analytical tools to embark on such a practice of making the familiar strange, problematizing the taken-for-granted, and uncovering the linguistic, discursive, and cultural processes that serve to subordinate some people while privileging others.
The chapters are organized around three themes: Identity, Class, and Difference; Gender, Ethnicity, and Education; and Gender, Ethnicity, and Language. The diverse sociocultural contexts in which the data and analyses are situated help to illustrate symbolic struggles and identity politics that are being engaged in by peoples in different cultures, languages, and societies of the world, offering insights from multidisciplinary, trans-cultural, and trans-local perspectives.
By offering a comprehensive integration and clarification/ delineation of the different ways identity has been thought about and used in different theoretical traditions, and discussing the implications of different theoretical senses of "identity" for language educators, this volume will be useful to undergraduate and graduate students, researchers, and educators in sociolinguistics, applied linguistics, discourse analysis, sociology, education, gender studies, and cultural and media studies.
Table of Contents:
Preface 1. The Identity Game and Discursive Struggles of Everyday Life: An Introduction, Angel M. Y. Lin 2. The Problem with Identity, Beverley Skeggs 3. Making Class through Fragmenting Culture, Beverley Skeggs 4. Towards a Disharmonious Pluralism: Discourse Analysis of Official Discourses on Social Diversity, Lena Martinsson and Eva Reimers 5. Being Asian in English: Gender, Ethnicity, and Class in the American Professoriate, Joseph S. Eng 6. White Women Teachers in Indigenous Classrooms: Ruptures and Discords of Self, Jan Connelly 7. Discourses of Schooling, Constructions of Masculinity, and Boys’ Noncompletion of Secondary School in North Queensland, Australia, Ingrid Harrington 8. Language and Identity in Transgender: Gender Wars and the Thai Kathoey, Sam Winter 9. Gendered Self-Representations: How the World’s Successful Women and Men Speak in Journalistic Interviews, Maya Khemlani-David and Janet Yong 10. The Immigrant Wo(man) and Gendered Access to Second Language Use and Development: The Case of a Vietnamese Couple in the States, Jette G. Hansen Edwards 11. Co-Constructing Prejudiced Talk: Ethnic Stereotyping in Intercultural Communication between Hong Kong Chinese and English-Speaking Westerners, Winnie Cheng 12. Out-Performing Identities, John Nguyet Erni 13. Modernity, Postmodernity, and the Future of Identity: Implications for Educators, Angel M. Y. Lin Contributing Authors Index
Review :
"...This book is a significant contribution to identity studies in the field, especially in the realm of non-Western scholars agentively finding ways to ourselves through our own perspectives."--Journal of Language, Identity & Education, 2010, 9:1, 87-89
“The core intellectual issue addressed in this book is how we should make effective critical use of the concept of identity in addressing issues of institutional life, professional and everyday language, and diversity of gender, sexuality, class, and ethnic culture.... Given the increasingly pervasive and often uncritical use of notions of identity construction on these subjects, it is of great importance to develop a critical dialogue on these issues in the way which this volume proposes.”—Jay Lemke, University of Michigan
“...a major contribution to the fields it addresses. This book is quite appropriate not only for such areas as language, culture and education, multilingualism and multiculturalism, sociolinguistics, discourse and critical discourse analysis, and language and gender... but also for courses that deal with various aspects of comparative and international education more broadly.”—Timothy Reagan, University of Connecticut
