Artefacts as Identity Texts: Valuable, Memorable, Always With Us

Holland et al, 1998). That means, affirming students’ identities empowers them to invest themselves in literacy learning (Cummins, 2007). To explore the opportunities that African youth had for expressing their identities as learners, I analyzed data from interviews, artefacts and samples of art such as creative writing and drawing that they engaged in. The students talked about, drew and wrote about their artefact/s of choice that mattered to them most. These included necklaces (Mwezi and Shujaa), photographs (Salama and Mwangaza - these will not be displayed for confidentiality reasons), and a coffee maker (Hongera). Students’ writing samples included letters, poems, and opinion paragraphs (Nyota, Hongera, Shujaa, and Mwangaza), and artwork (Salama and Shujaa)

also formed part of ‘artefactual’ data as they provided information about the students’ experiences of language and literacy through writing and drawing.

I asked participants to write about, draw, bring the actual object or a picture of it and write what the artefact is and why it was of value to them. Shujaa drew a picture of the necklace and wrote what it meant to him. He later brought a picture of it that he took with his smart phone. Shujaa was a refugee in Uganda and his grandmother took good care of him. Talking about his necklace allowed him an opportunity to connect with his past experiences that shaped his identity before migration. The necklace reminded him about his family and support for him. His drawing and photograph are in the portraits chapter 4. Similarly, Mwezi had received a necklace as gift from his grandfather. The necklace was given as a reminder of his identity as an Ethiopian and a Coptic Orthodox Christian. In the same vein, Hongera’s family special coffee maker was a carrier of Ethiopian culture. All the artefacts are in the portrait chapter four.

Gregory, Long and Volk (2004), Moll etal, (1992), and Gonzalez etal (2005), among others, have utilized marginalized learners’ cultural/community resources to support literacy and language learning in school. Other studies found that non recognition of students’ out-of-school literacies could alienate their school literacy achievement (Gregory, 2004 et al, 2004; Hull & Schultz, 2002; Lam, 2000 & 2006). Also, teachers may lack relevant information about their students’ out-of-school literate practices (Schultz, 2002) which may be helpful to understand the youth in their classrooms. The African youth expressed a deep connection to their cultural knowledge which would have provided educators with resources to support academic literacy. Observations and

interview data from the teachers indicated that cultural objects and embedded knowledge did not inform classroom instruction. The responses from the teachers regarding allowing immigrant youth’s out-of-school and cultural knowledge from artefacts in their teaching were:

Very little work aside from maintaining open communication with parents/family. Students have a good deal resources that exist for extra literacy help; we don’t use cultural resources/artifacts at this school (Mr. Green); It is relevant not as

prevalent in secondary school. We see most of this in elementary school where children do a ‘show and tell (Ms. Alexis); Not enough references made to things in student’s lives, but could do this more effectively; this should be incorporated more, especially in classes with immigrant students to provide context (Ms. Rob).

The youth’s work samples also relate to the concept of identity in that they represent participants’ authorship about themselves through writing and drawing. Writing and drawing samples demonstrated not only their writing and drawing abilities but also the meaning making process they engaged in, and the expression of personal perspectives on certain issues covered in class or about their personal experiences. These works were collected with permission from the participants. The samples express aspirations and dreams the African immigrant youth have about the future, their stories of joy, loss, and loneliness from separation, inequalities in societies in their countries of origin by religion and gender, the love for sport, and the historical struggles in their countries of origin. The samples also demonstrate the differing abilities in writing and speaking. Nearly all

participants expressed themselves with more confidence through speaking than in

writing. Hongera’s writing samples are presented in the portrait chapter four. The artwork told a number of stories. For example Salama’s tear drop with just two words, “Miss you”, tells her story of separation from her uncle’s family that had supported her for 16 years. Salama struggled with reading, writing, and speaking in English, however she represented meaning creatively using multiple modes. She presented a photograph of her uncle, which is not provided for confidentiality reasons, and art done during her Art class. The following except from mapping activities is Salama’s writing about her most

valuable item:

Picture of my uncle. I live with my uncle when my mother leave me to go to another country. He care for me and do many good things for me. I look at this picture sometimes when I feeling alone and on special days like Eid (Salama).

Salama drew a tear drop from her eye with the words Miss You below it (See figure 11). She expressed discontinuity in her daily activities and supportive family as she negotiated with her positioning as a new language learner and her aspirations to acquire language and literacy skills.

Shujaa was well spoken and reflective about his environment. Although he had limited exposure to English and reading before moving to Canada, he expressed himself clearly. His artefact of his ideal room is presented in the portraits chapter 4 with the

accompanying write up which demonstrated his identity as one who engaged in

technology for various reasons, and his love forelectronics, exercise, and entertainment. Nyota, an immigrant student in the mainstream classroom showed enthusiasm in her work. She was working at improving her English language skills while at the same time taking credit courses both at her school and at a night school to catch up with other students at her age/grade level. Her poem (see figure 6) represents school support in her social and academic life and also her emerging writing skills in English.

6.6 Summary

The study explored school experiences, literacy learning and identity re/construction among African immigrant youth who were learning in English as an additional language (EAL). The goal was to understand from the experiences of the youth how the school supported their learning and what opportunities they provided for them to construct positive identity as learners. Data indicates that the youth faced challenges related to adapting to a new country and school, learning a new language and encounter with difference, which they cited as main barriers to their learning. However, the students aspired to do well at school by addressing some of the challenges. The youth had many experiences both global and local, as well as cultural resources that would inform

language and literacy learning, and through which they could be recognized as capable of improving their learning with the relevant support. In addition, the youth valued and had access to new technology that supported them in learning, building social networks and navigating their environment even as they acquired English language skills. The youth had goals and worked hard to break away from the ascribed identity of new, immigrant, and English language learners at various levels. They aspired to join mainstream classes and take credit courses that shaped their learning towards careers and personal fulfilment. The experiences of students from continental Africa offer knowledge and opportunities

for teachers to design strategies that address literacy-learning needs of minoritized students. The following chapter seven presents a discussion of study conclusions and implications for education.

Chapter 7 Conclusions and Implications