Kelly’s, V.M. Baluster & V. Villanueva (Eds.), Latino/a discourses: On language,
identity, and literacy education (pp. 114-125). Portsmouth, NH: Boynton/Cook
Publishers; Heinemann.
Additionally cited:
Tracey, D. H. & Morrow, L. M. (2017). Lenses on Reading: An Introduction to Theories
and Models. New York, NY. The Guilford Press.
In this article, the author shares the educational experiences that shaped her into the college instructor she is today. As a young Mexican immigrant, Cardenas (2004) faced an identity struggle throughout her adolescence. At her “Mexican-American” middle school, she found herself afraid of revealing her identity as an immigrant through a class assignment. Fortunately, a feeling of inclusion was accomplished through her father’s support and an educator’s genuine compassion for her academic success. This comfort was short lived because her environment changed when she attended high school.
The environment, which consisted of indifferent teachers who perceived her as incapable due to her national origin, led her identity struggle to resurface. Her feeling of inferiority seemed to be created by the environment (campus with a majority of Anglo, English-speaking students and teachers) she found herself in. She did not feel valued or validated in this environment because others’ perceptions of her use of her native language (Spanish) inhibited her ability to speak comfortably due to fear of ridicule. Although she experienced academic success in elementary and middle school, her high school education left her feeling isolated and deficient. Cardenas expresses her feeling of liberation when she graduated high school because she was leaving an inhospitable environment.
In college, Cardenas had two professors who took a genuine interest in her. This supportive environment led her to, not only excel in her course, but to eventually attain her American citizenship during her sophomore year. She now identified herself as an educated, determined individual, yet still wavered when aspects of her identity were used to differentiate her from other immigrants.
Ultimately, Cardenas (2004), as an English professor, utilized a critical literacy approach in her instruction. She challenged students to think about important social and environmental issues that they feel might provoke a call to action.
Response:
This course is definitely out of my comfort zone because my graduate program, Master’s of Education in Reading and Literacy, is scheduled in a linear fashion. This course has challenged me to think of how I may apply what I learn about digital identity to my role as a middle school ELA teacher. Dr. Noe shared this article with me to help guide my research to my sub-area of focus, which is digital identity through storytelling.
With that said, I would first like to focus on Cardenas’ identity struggle throughout her public education. The environments she found herself in (“Mexican-American middle school, Anglo high school, university) led her to formulate her identity based on the perceptions and actions of those around her. Unfortunately, this showed that the perceptions of those around you influence your own perceptions and actions. “In Freire’s words, people live in social contexts which mark them and which they also mark” (Tracey & Morrow, 2017, p. 172). In moments of her life, Cardenas allowed herself to become an isolated and disengaged student because of the feeling of inferiority the environment led her to encompass. At other times, the genuine interest and compassion of some of her teachers led her to identify as a capable and successful student.
As an English professor, she provided relevant issues to spark students critical literacy skills to question and search for change where they believe it was needed. Through these critical literacy skills, students could understand and analyze their identity through validating or challenging the values they were or were not raised with. Additionally, they considered how their perceptions and values are shaped by the institutions they find themselves a part of. Through her instructional practice, Cardenas felt her identity become grounded as a “teacher/worker/agent/activist” (p.117). Her experience led her to become an advocate for social change and to pursue achieving literacy for all.
Even after all her experiences, Cardenas still found herself facing a societal expectation that “limits Latina women.” Women are expected to place their family and husband above all else and that includes education. Of course, Latino men do not have the same social or cultural limitations placed on them as women do. This “machismo” way of life has been embedded in many Hispanic families, but there are glimpses of change. Cardenas did not succumb to this expectation and pursued her doctorate.
Now, she feels equipped with the skills and knowledge to “effect a resocialization that galvanizes their (university students) connection to the community. It is also a resocialization that helps them to look within, to examine traditional expectations that may limit them, to identify their strengths, and to work toward accomplishing personal and professional goals” (p. 121). Cardenas did not have to lose part of her identity to get where she is today. She embraced two social contexts, so she views the world from two cultural perspectives.
As an educator, I share many of Cardenas’ views on how to approach literacy instruction. Critical literacy is vital for student engagement and developing critical thinking skills. Through culturally, socially relevant text, my students can analyze different points of view and purposes in writing, and ultimately, find their own voices in their journey. They must realize their identity is shaped by the world around them, and that they can shape the world around them.
Now in terms of digital identity, I believe may students must first be aware of how identity is shaped, so they may reflect on their existing digital identity, which may take the form of avatars in gaming or through social media applications. Then at that point, they can analyze the way different social contexts (Ex: gender expectations, education expectations, sexual orientation expectations, etc.) are shaping them, influencing their behavior online, and the messages they are putting forth in society.
Quotes:
“Critical Literacy Theory seeks to explain the ways in which education and literacy shape people’s lives and the ways in which people can use education and literacy to reshape society” (Tracey & Morrow, 2017, p. 172).
“The community college provided me an opportunity for education, and these two teachers facilitated access to learning because they cared about me in a personal way. I look back and realize that their investment in my progress helped me to become a confident student and encouraged me to think about becoming a teacher” (117).
“I created the image of myself as a teacher/worker/agent/activist” (119).
“Because I maintained my fluency in Spanish and continued to work for political goals important to the Hispanic community, I was considered a safe link to them, and that link, I feel, provided many of them motivation to enter the halls of higher education” (120).
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