Investigating processes underlying identity formation of two L2 master’s students’ in UK HE: insiders or outsiders?

Salter-Dvorak, H (2016) 'Investigating processes underlying identity formation of two L2 master’s students’ in UK HE: insiders or outsiders?' In: Crossley, M, Arthur, L and McNess, E, eds. Revisiting insider-outsider research in comparative and international education. Symposium Books, Bristol, pp. 207-224. ISBN 9781873927670

Abstract

In this chapter I deploy the outsider/insider concept as a heuristic for investigating the processes underlying the identity formation of two second language master’s (MA) students on different courses in anglophone academia. To this end, I adopt Goffman’s (1959) dramaturgical ‘frontstage, backstage’ metaphor as an analytical lens. Viewing each course as a ‘community of practice’ (Lave & Wenger, 1991), in which practices, underpinned by discourses, reflect values and interests of participants, I present data extracted from a 13-month ethnographic study which focused on the experience of second language students in their social learning spaces both ‘frontstage’ and ‘backstage’. In line with Pavlenko and Blackledge’s (2004) poststructuralist view of identities, I apply a socio-historical perspective to examine how the participants’ experiences contribute to the formation of both insider and outsider identities during the course of their master’s programmes.

Item Type:	Book Chapter or Section
Divisions:	School of Education
Date Deposited:	12 Jul 2022 16:30
Last Modified:	13 Jul 2022 08:32
URI / Page ID:	https://researchspace.bathspa.ac.uk/id/eprint/14873

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