Resumo

KAJEE, Leila. Teacher education students engaging with digital identity narratives. S. Afr. j. educ. [online]. 2018, vol.38, n.2, pp.1-9. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v38n2a1501.

Teaching English with digital technology has exacerbated the process of teaching and learning. In youth leisure, computers are more than information devices: they convey stories, images, identities, and fantasies through providing imaginative opportunities for play, and as cultural and ideological forms. In this paper, I report on a project conducted with teacher education students at a university in Johannesburg, South Africa. The focus of the project is to examine how students construct their identities digitally through the multimodal narratives they create in the English classroom. To do this I report on two narratives, as well as a recurring theme, decolonisation. The latter theme is significant because it was during the time of this project that South African universities found themselves in the grip of decolonisation and free education protests. I use New Literacy Studies as a framework to theorise literacy practices, and the work of Hall and others to theorise identity. The paper presents further possible implications of digital identity construction for teaching and learning.

Palavras-chave : decolonization; digital identities; digital literacies; digital narratives; higher education; South Africa.

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