Performance in the wilderness: Identity formation in neo-, para-, and post-colonial contexts

Kelly Lynn Latchaw, Purdue University

Abstract

The purpose of this study is to propose a theoretical framework which can be used to examine crosscultural influences on the social roles of individuals and groups within multicultural contexts, particularly as these roles are depicted in the writings of subordinated groups. The study assumes identity formation to be a primary motivation for individual performance and group dynamics. It further assumes that identity is constructed in the center of narrative gravity of the social roles of the individual or group, that a given performer will cling to existing roles as far as possible within the context of the performance, and that crosscultural contact forces changes in these roles, which may leave the individual or group with little or no potential for agency until strategies have been devised and implemented to restore stability. This theory is tested, against a variety of contexts and against the specific behaviors and attitudes surrounding language choice and performance, for its capacity to account for distinct performances. The theory is then reexamined in light of some of the issues of identity which have proven problematic for other theories, such as alterity, hybridity, liminality, passing, and extrapositionality. Finally, the theory is used, in conjunction with universal, multicultural, and critical pedagogical theories, to design a pedagogy for teaching crosscultural reading.

Degree

Ph.D.

Advisors

Hughes, Purdue University.

Subject Area

Comparative literature|Reading instruction|Bilingual education|Multicultural Education

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