Exploring childrens' hybrid identities in culturally diverse settings

Increasingly education researchers are collecting drawings and analyzing images as it is often easier for children to reveal their thoughts and ideas through drawings that are traditionally not subject to the same levels of correction as writing and speaking. With the support of classroom teachers, three Year 3 classes (aged 8-9 years) and two Year 4 classes (aged 9-10 years) produced a drawing entitled “I am Greek” in an empty frame and described their picture to teachers and classmates. This cohort of students was selected because they had already experienced Greek school for 4-5 years and have been involved in a range of cultural and linguistic activities associated with Greek culture. Data (n=120) were analyzed and offer revealing insights into students’ understandings of their hybrid cultural identity. An awareness of what elements construct Greek-ness as understood by children can inform educators both in classroom practices and curriculum design.