Becoming Caliban as a transnational researcher
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This qualitative research study investigates the in- and out-of-school literacies of five Karen refugee adolescents living in the southeastern United States. Relatively little research has focused on a growing population of refugee adolescents. Work is particularly lacking on literacy development in these youth, and their ability to use writing as a form of communication. Specifically, I seek to answer to these two questions: • What are the literacy practices of one group of Karen refugee multilingual adolescents in and out of school? • What does a rhizomatic analysis of adolescent multilingual literacy look like? The corpus of data on participants' in- and out-of-school literacy practices was collected through interviews, document analysis and participant observation. Two theoretically different analyses were conducted. A Grounded Theory methodology was done using open coding to identify concepts and categories to realize a theory about five Karen adolescents' second language literacy practices. To answer my second research question, I explored a Rhizomatic analysis that explores characteristics such as 'assemblages' and 'lines of flight' to further understand the participants' literacy practices. I explored how they are becoming learners in different environments and what multimodal literacy practices help them grow as learners. Also, in my own process of becoming a transnational researcher, I wanted to explore how the school environment and their American peers influence them as learners.