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

The Urban Review volume 49, pages 153–168 (2017)Cite this article

Abstract

This study explores the process of using Holland et al. (Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) “figured worlds” identity and agency theory to explore two scholars’ transnational experiences. Using poetic inquiry as a data analysis tool, this study seeks to (re)position how identity work is theorized and analyzed across broader contexts. Data collection consisted of online discussions, reflective journals, and biographical artifacts to better contextualize our discussions. These co-constructed discussions were transcribed and analyzed using poetic inquiry to better capture and articulate experiential themes of isolation, vulnerability, adaptation, and survival. This study serves three purposes (1) how both authors analyzed, interpreted and theorized our childhood experiences crossing borders using Holland et al. (Identity and agency in cultural worlds, Harvard University Press, Cambridge, 1998) “figured worlds” theory, (2) how poetic inquiry was used to capture the isolation, vulnerability, adaptation, and survival of one author’s experiences, and (3) how this type of reflexivity explicitly in/transforms theoretical approaches to deconstructing cultural identity and agency in a myriad of contexts, notably teacher education.

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Author information

Authors and Affiliations

  1. Elementary Education, Western Washington University, 516 High St. MS 9092, Bellingham, WA, 98225, USA

    Joy L. Wiggins

  2. School of Teaching, Learning and Curriculum Studies, Kent State University, 404P White Hall, Kent, OH, 44242, USA

    Gumiko Monobe

Authors
  1. Joy L. Wiggins
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  2. Gumiko Monobe
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Correspondence to Joy L. Wiggins.

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Wiggins, J.L., Monobe, G. Positioning Self in “figured worlds”: Using Poetic Inquiry to Theorize Transnational Experiences in Education. Urban Rev 49, 153–168 (2017). https://doi.org/10.1007/s11256-016-0386-5

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  • DOI: https://doi.org/10.1007/s11256-016-0386-5

Keywords

  • Cultural identity
  • Education
  • Poetic inquiry
  • Transnationalism
  • Social justice