Writing about one’s self can often be a difficult exercise in self-representation. To help you navigate this tricky task, OISE has some resources that explore different facets of writing and identity.
I am Malala: the girl who stood up for education and was shot by the Taliban / [371.82209 5491092 Y82i]
Since October 9, 2012 the story of then fifteen year-old Malala Yousafzai has been heard around the world. Surviving a close- range shot to the head by a member of the Taliban, people have come to know Malala as a brave advocate for education. This book tells Malala’s story from her perspective with an admiration for her country, her people and her family. Despite the danger, she spoke out for the rights of girls and continues her mission to this day. The youngest nominee for the Nobel Peace Prize, Malala’s story has becomean inspiration to people around the world championing for girl’s education.
Writing and identity: the discoursal construction of identity in academic writing / [808.04207 I93W]
Author Roz Ivanič explores the topic of writing and identity and the conflict of identity that academic writing can create for students in higher education. Centered on research done with 8 mature students, the author explores the ways in which students negotiate the demands of academic writing and how its rules of expression may be unfamiliar to students returning to school. The central argument of the book is that writing creates one’s identity either by accepting and reaffirming dominant social practices or challenging them.
Adolescent literacies and the gendered self: (re)constructing identities through multimodal literacy practices / [302.2244 A239]
This volume of work is organized around three ideas: Gender Influences and Identities in Literacy and Literature, Gender Influences and Identities in New Literacies Practices and Gender and Literacy: Issues and Policies. Contributing authors explore global perspectives on the ways in which youth, particularly those who are marginalized, express their identities alongside dominant discourses. Inspired by the work of Canadian feminist scholar, Helen Harper who was a graduate of OISE, this volume takes up her work in focusing on the literacy practices of youth in an increasingly inter-connected, global world. Intended for classroom teachers, literacy educators as well as policy makers, the aim of this book is to offer suggestions on how to best support students in new and changing learning environments.