Chronotopes of Transnational Literacies: How Youth Live and Imagine Social Worlds in their Digital Media Practices

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Wan Shun Eva Lam, Jue Wu
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引用次数: 0

Abstract

This study explores the transnational literacies that contribute to creating online social connections among migrant youth that may support their development and navigation of life across countries. We examine how social connectedness is semiotically constructed through time–space framing among two youth of Chinese descent who were participants of a larger study of the digital media practices of young people in an urban high school. We build on the concept of chronotope (Bakhtin, 1981) and scholarship of transnational literacies to understand the space–time dimensions of digital literacy practices, specifically how youth create the spatiotemporal context or frame of reference for their actions and positionings with others across geographical distances. Using a case study approach with data from interviews and observations, we analyzed how the youth depicted their transnational social relations within particular time–space frames. Qualitative and discourse analyses of the youths' narrative accounts show that they positioned themselves in proximity with their transnational peers within particular time–space contexts that supported their actions and emotions, and how they made sense of events, issues, practices, and their own identities as transnational individuals. The youths' ideas of schooling and education, and attunement to nationalistic ideologies, were developed through multiple chronotopes in their social connections across countries. This study offers implications for how an attention to the transnational spatiotemporal frame of youths' discourse and narrative may give us a more nuanced understanding of the subjectivity, knowledge, and perspective they derive from their experiences of movement and connection across borders.
跨国文学的时序:青少年如何在数字媒体实践中生活和想象社会世界
本研究探讨了有助于在移民青年中建立网络社交联系的跨国读写能力,这些联系可能有助于他们的发展和跨国生活。我们研究了两名华裔青少年是如何通过时空框架来构建社交联系的,他们是一项关于城市高中青少年数字媒体实践的大型研究的参与者。我们以时空概念(chronotope)(巴赫金,1981 年)和跨国读写能力的学术研究为基础,来理解数字读写能力实践的时空维度,特别是青少年如何为他们与他人跨越地理距离的行动和定位创造时空背景或参照框架。我们采用个案研究的方法,通过访谈和观察获得数据,分析青少年如何在特定的时空框架内描绘他们的跨国社会关系。对青少年叙述的定性分析和话语分析表明,他们在特定的时空背景下,将自己与跨国同龄人的关系定位为支持他们的行动和情感,以及他们如何理解事件、问题、实践和自己作为跨国个体的身份。青少年对学校教育和教育的看法,以及对民族主义意识形态的认同,都是通过他们在不同国家的社会关系中的多重时序形成的。本研究的意义在于,关注青少年话语和叙事的跨国时空框架,可以让我们更细致地了解他们从跨国流动和联系的经历中获得的主体性、知识和视角。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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