Becoming a “Mexican Feminist”: Disciplinary Becoming Through Interactional Histories Across Communities and Contexts

  • Amanda K. Kibler


This chapter explores the experiences of Fabiola, who began English-medium schooling in ninth grade and went on to complete a Gender and Women’s Studies undergraduate major. Her selection of this major—through which she came to self-identify as a Mexican feminist—is the turning point in her language and literacy journey. Literacy events preceding this choice demonstrate ways Fabiola used writing to initially explore her interest in feminism outside of disciplinary communities, and those that occurred afterward illustrate how she forged intersectional but circumscribed disciplinary identities through writing. An overview of Fabiola’s language and literacy experiences during this study is provided, followed by LIHA analyses of literacy events demonstrating these trends before and after her turning point.


Gender Identity High school University Bilingual Biliterate Language and literacy practices Literacy events Disciplinary literacy Writing Longitudinal interactional histories approach 


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© The Author(s) 2019

Authors and Affiliations

  • Amanda K. Kibler
    • 1
  1. 1.College of EducationOregon State UniversityCorvallisUSA

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