Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.806
Francesca Helm
In the previous chapter, I described a theoretical framework that could be adopted for the study of identities in online contexts such as virtual exchange projects, but I did not dwell on methodological considerations. In this chapter, I outline the methodological orientation adopted for the in-depth study which the rest of the book is based on. I then provide a brief description of the context of the study and my positionings within it.
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Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.808
Francesca Helm
In the previous chapter, I analysed the situated context of Soliya through its website, which represents its exterior public image that serves to promote and disseminate the project. Through this I showed how Soliya is intentionally designed to offer possibilities for doing ‘identity work’ on different levels, both in terms of situated identities (facilitators and participants) and transportable identities – with reference being made in particular to the identity categories of ‘Westerner’, ‘Muslim’ and ‘non-Muslim’, for these are the identities which the framing of the programme focusses on, and also imagined identities. Before exploring how participants orient to these situated and transportable identities through indexicality and relationality in Chapters 7 and 8, I am going to explore the affordances and constraints of the mediating technologies available for doing identity work in the situated context of this study.
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Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.807
Francesca Helm
In order to answer these questions, I adopt the concept of ‘epistechnical system’ (Williamson, 2013). Developed in the field of educational technology, the term refers to the fusion and binding of technology and knowledge in curricular configurations. Williamson (2013) observes that like all technological and educational systems, epistechnical systems are socially shaped and socially shaping, that is they are not neutral, but rather “socially constructed and historically contingent” (p. 40), intentionally designed products which serve to influence and shape thought and action.
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Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.810
Francesca Helm
In the previous chapter, I explored the facilitator identities within this situated context, but in this chapter I turn to the participant identities. While the facilitators focussed on faciliating the dialogue process and maintained their institutional role , participants were free to orient to a wider range of transportable identities, that is those markers of identity that are not situation-dependent (as in facilitator and participant), but rather can be transported from one situation to another – for example national identities, gender, social class, professions, etc. These may or may not become relevant in the interactions, it depends whether they are oriented to by the participants.
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Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.809
Francesca Helm
We rarely use category labels to identify ourselves, rather it is through our actions and discourses in specific settings that we perform identities. Doctors take on their professional identity as they ask questions regarding their patients’ health, teachers do this by giving instructions, initiating and directing interactions with students, and offering feedback (Gardner, 2012; Hall & Walsh, 2002; Heritage, 2012; Richards, 2006). The facilitators in this situated context perform a series of actions and discourse identities in the Soliya meeting room.
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Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.811
Francesca Helm
This book is based on an understanding of identity as being discursively constructed and reconstituted every time we engage in interaction. This implies that just as contexts and practices can limit opportunities for learners to engage in identity work, contexts and practices can also be designed to offer learners enhanced possibilities for social interaction and positioning. This is one of the aims of virtual exchange as conceptualised in this book. So what kind of virtual exchange contexts can and should we design to offer enhanced possibilities for these kinds of interaction? Here I have explored one particular model of virtual exchange, but of course there is no one solution that ‘fits all’. What I seek to do here in this final chapter is not provide guidelines, but consider some of the implications of this study and ask questions that as educators we can reflect on as we design and integrate virtual exchange into our activity. I then close with recent developments as regards virtual exchange on the policy level, and the implications this has for educators working in the field.
{"title":"Chapter 9. Final considerations","authors":"Francesca Helm","doi":"10.14705/RPNET.2018.25.811","DOIUrl":"https://doi.org/10.14705/RPNET.2018.25.811","url":null,"abstract":"This book is based on an understanding of identity as being discursively constructed and reconstituted every time we engage in interaction. This implies that just as contexts and practices can limit opportunities for learners to engage in identity work, contexts and practices can also be designed to offer learners enhanced possibilities for social interaction and positioning. This is one of the aims of virtual exchange as conceptualised in this book. So what kind of virtual exchange contexts can and should we design to offer enhanced possibilities for these kinds of interaction? Here I have explored one particular model of virtual exchange, but of course there is no one solution that ‘fits all’. What I seek to do here in this final chapter is not provide guidelines, but consider some of the implications of this study and ask questions that as educators we can reflect on as we design and integrate virtual exchange into our activity. I then close with recent developments as regards virtual exchange on the policy level, and the implications this has for educators working in the field.","PeriodicalId":296946,"journal":{"name":"Emerging identities in virtual exchange","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132726208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.805
Francesca Helm
In this chapter, I propose a theoretical framework for the study of identity in interaction that is grounded in the poststructuralist views of identity as social action that I explored in the previous chapter. It is specifically targeted for the study of identity in online interactions and builds on five key principles. These include the situatedness of interaction and identity work; the mediation of technology in online interactions and identity work; and three principles drawn from the work of Bucholtz and Hall (2005); positionality, indexicality, and relationality. These principles are explained briefly in this chapter, and then each will be explored in further detail in subsequent chapters, drawing on examples from the study of interactions in a specific context of virtual exchange.
{"title":"Chapter 3. A framework for the study of identity in online interactions through virtual exchange","authors":"Francesca Helm","doi":"10.14705/RPNET.2018.25.805","DOIUrl":"https://doi.org/10.14705/RPNET.2018.25.805","url":null,"abstract":"In this chapter, I propose a theoretical framework for the study of identity in interaction that is grounded in the poststructuralist views of identity as social action that I explored in the previous chapter. It is specifically targeted for the study of identity in online interactions and builds on five key principles. These include the situatedness of interaction and identity work; the mediation of technology in online interactions and identity work; and three principles drawn from the work of Bucholtz and Hall (2005); positionality, indexicality, and relationality. These principles are explained briefly in this chapter, and then each will be explored in further detail in subsequent chapters, drawing on examples from the study of interactions in a specific context of virtual exchange.","PeriodicalId":296946,"journal":{"name":"Emerging identities in virtual exchange","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126873704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-08DOI: 10.14705/RPNET.2018.25.804
Francesca Helm
In recent years, identity has come to be recognised as complex and multilayered, fluid, and in constant flux (Block, 2007/2014; Bucholtz & Hall, 2005; Norton, 2000/2013; Norton Peirce, 1995; Norton & Toohey, 2011). Individuals are seen to perform and negotiate identities through actions and language, in multiple modes and in diverse times and spaces. Stemming from the social sciences and sparked by societal changes of ‘globalisation’, performative orientations to identity have fed into studies of language teaching and learning. These approaches challenge the assumptions which characterised the structuralist conceptualisations of language, culture, and identity that have characterised foreign language teaching (Firth & Wagner, 1997) and also intercultural education (Dervin, 2013; Dooly & Vallejo Rubinstein, 2017; Phipps, 2014; Piller, 2017).
{"title":"Chapter 2. Identity, learning, and interaction","authors":"Francesca Helm","doi":"10.14705/RPNET.2018.25.804","DOIUrl":"https://doi.org/10.14705/RPNET.2018.25.804","url":null,"abstract":"In recent years, identity has come to be recognised as complex and multilayered, fluid, and in constant flux (Block, 2007/2014; Bucholtz & Hall, 2005; Norton, 2000/2013; Norton Peirce, 1995; Norton & Toohey, 2011). Individuals are seen to perform and negotiate identities through actions and language, in multiple modes and in diverse times and spaces. Stemming from the social sciences and sparked by societal changes of ‘globalisation’, performative orientations to identity have fed into studies of language teaching and learning. These approaches challenge the assumptions which characterised the structuralist conceptualisations of language, culture, and identity that have characterised foreign language teaching (Firth & Wagner, 1997) and also intercultural education (Dervin, 2013; Dooly & Vallejo Rubinstein, 2017; Phipps, 2014; Piller, 2017).","PeriodicalId":296946,"journal":{"name":"Emerging identities in virtual exchange","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116851738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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