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  • I am a peacemaker Writing in First Communion preparation final 4th April 2015

    Rights statement: The final, definitive version of this article has been published in the Journal, Written Communication, 32 (3), 2015, © SAGE Publications Ltd, 2015 by SAGE Publications Ltd at the Written Communication page: http://wcx.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/

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    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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I am a peacemaker: writing as a space for recontextualising children's identity in a Catholic First Communion preparation course

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>07/2015
<mark>Journal</mark>Written Communication
Issue number3
Volume32
Number of pages27
Pages (from-to)227-253
StatePublished
Early online date16/06/15
Original languageEnglish

Abstract

This article reports on research addressing the role of writing as a space for producing representations of children’s identity as Catholics in a First Communion preparation course. It draws on data from ethnographic participant-observation over one year in a Catholic parish in England, focusing on writing in the preparation sessions, taking a social practice approach to identity and literacy. The article argues that in this course, written texts are drawn on to provide spaces within which children produce written representations of aspects of their lives which reify their identities as Catholics. Analysis of the dataset demonstrates four ways in which particular kinds of identities were constructed through writing processes. Writing provided space for reframing aspects of children’s unique histories and identities within a faith-based perspective; representing children as active agents in the world; producing reifications of internal emotional states in linguistic form; and making relational connections between the children and their church, home and friendship communities. The article argues that the production of these reframings of children's identities requires multiple kinds of recontextualisations, and that writing provides a key means by which these are brought together.

Bibliographic note

The final, definitive version of this article has been published in the Journal, Written Communication, 32 (3), 2015, © SAGE Publications Ltd, 2015 by SAGE Publications Ltd at the Written Communication page: http://wcx.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/