An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years

Ng, Clarence; Renshaw, Peter

doi:10.1016/j.lcsi.2019.04.006

Cited by 16 publications

(20 citation statements)

References 22 publications

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“…In their study, Renshaw and Tooth showed that perezhivanie, as a psychological structure, functions to guide meaning-making and self-making and to translate lived experiences derived from field excursions into ontological development among a group of primary students. Of particular relevance to the current study is the longitudinal case by Ng & Renshaw (2019) that showed how an Indigenous Australian student's reader identities evolved over 3 years, as she reflected on her lived experiences of reading in and out of school. In addition, this longitudinal case provided empirical findings affirming not just a unity of emotion and cognition in perezhivanie but also a unity of past and present perezhivaniya, as this Indigenous student's reflections involved reinterpreting past events in light of current reading experiences, which is an important feature of perezhivanie that has seldom been explored.…”

Section: Perezhivanie and Language-learner Identitymentioning

confidence: 98%

“…The analytical process involved the isolation of significant events and episodes from students' interview transcripts and observation reports. Following Ng & Renshaw (2019), the perezhivanie associated with each significant event or memorable episode was analysed with regard to two important aspects-'experience' and 'awareness'-in order to understand students' in-the-moment and beyondthe-moment lived experiences, that is, what they have experienced (i.e., 'experience') and how they make sense of these experiences (i.e., 'awareness'). Using perezhivanie as a unit of analysis, the analytical process carefully examined intricate relationships between personal and contextual influences and how students built a subjective connection between these two realms.…”

Section: Data Analysesmentioning

confidence: 99%

“…This aligns with Vygotsky's genetic method and recognises identity as a changing process that needs to be studied in its development (Penuel & Wertsch, 1995;Vygotsky, 1978). However, few studies on perezhivanie have examined identity transformation over time (see Ng & Renshaw, 2019, for an example).…”

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confidence: 99%

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Japanese Students’ Emotional Lived Experiences in English Language Learning, Learner Identities, and Their Transformation

2021

The Modern Language Journal

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The Vygotskian concept of perezhivanie, or emotional lived experience, was adopted to examine the learner identities of 2 Japanese university students in English language learning. Current studies on language learner identities have given analytic primacy to either psychological processes or social influences. In contrast, perezhivanie offers a holistic unit of analysis for examining simultaneous influences derived from internal and external realms on identity pursuits. Misaki and Hina participated in a 60minute interview designed to understand their English learning experiences and how they made sense of them in school and university settings. In addition, a series of class observations-each followed by an informal interview-were conducted to examine their learning experiences in a conversational English course. Their reflective postings on the course online blog were also collected. The analytical process located identifiable instances of perezhivanie (perezhivaniya), based on participants' memorable events or personally significant moments, and elaborated how these perezhivaniya brought forth different learner identities. Using the concept of perezhivanie, this study draws attention to a dynamic perspective on researching language-learner identities that foregrounds an identity-making process whereby students relived, refracted, and transformed through emotional-cognitive events or episodes characterized by complex transactions between the person and context.

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Section: Perezhivanie and Language-learner Identitymentioning

confidence: 98%

Section: Data Analysesmentioning

confidence: 99%

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Japanese Students’ Emotional Lived Experiences in English Language Learning, Learner Identities, and Their Transformation

2021

The Modern Language Journal

Self Cite

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“…Vygotsky wrote sparingly about perezhivanie (Vygotsky 1934(Vygotsky /1994), but he situated emotional experiences as central to the trajectory and direction of a person's life (Blunden 2016). What is crucial in perezhivanie is the sense that children make of these emotional experiences, and how they revisit and reflect on the experiences across time (Ng and Renshaw 2019). In this paper, I use the term enchantment as a particular type of perezhivanie.…”

Section: Part 2: Pedagogies Of Love and Enchantmentmentioning

confidence: 99%

Feeling for the Anthropocene: Placestories of living justice

Renshaw

2021

Aust. Educ. Res.

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In this written version of the 2019 Radford Lecture, I address the challenges of teaching and learning about ourselves and others-human and more-than-human others-at this moment of global precarity. In Part 1, I analyse emotions in the Anthropocene through the lens of carnivalesque placestories. I conclude that we need to shift to a relational ontology and aesthetic sensibility based on kinship with the more-than-human. Part 2 explores pedagogies of love and enchantment and presents specific cases suggesting that children can shift to a relational ontology and aesthetic sensibility based on kinship. Part 3 takes up the troubles inherent in our current education system related to quiet citizenship. It asks how teachers might engage with students as activists on issues that matter to them in these precarious times.

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“…Observational research mostly influenced by this theoretical perspective highlights the social character of experiencing and learning. Here, terms such as "role adjustment", "social identity", and "reader identity" are used for referring to how children "acquire behaviour patterns (i.e., behaviour adjustment), build emotional identification of the roles (i.e., emotional adjustment) and learn how to position themselves within a group (i.e., social adjustment)" [36,37]. In educational research in particular, it describes specific socially instigated events that cause change.…”

Section: Research Within the Social Perspective: Social Rolesmentioning

confidence: 99%

Perezhivanie and Its Application within Early Childhood Science Education Research

2021

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Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.

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An Indigenous Australian student's perezhivanie in reading and the evolvement of reader identities over three years

Cited by 16 publications

References 22 publications

Japanese Students’ Emotional Lived Experiences in English Language Learning, Learner Identities, and Their Transformation

Japanese Students’ Emotional Lived Experiences in English Language Learning, Learner Identities, and Their Transformation

Feeling for the Anthropocene: Placestories of living justice

Perezhivanie and Its Application within Early Childhood Science Education Research

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