The reviewer examines a book that explores second language learning and identity constructions of four Japanese women in Canada. He situates Yoshimoto's work within the current literature in the field of second language learning, identity research, and curriculum studies. The reviewer believes that with the use of "haiku" as well as by developing metaphors, Yoshimoto's work contributes to the qualitative research field and its continuing struggles with the challenges of representation. The reviewer revisits the notions of a third space and challenges the author's understandings and applications of a third space. He encourages readers to consider the (im)possibilities of "undoing" identities in order to expand the notions of identities beyond fixed, predictable, and essentialized modes.
In every case, copyright of work appearing in JCT is retained by the author. In accordance with its mandate to promote discussion on matters of curriculum, the Foundation for Curriculum Theory permits limited reproduction of parts of JCT. Individual articles may be reprinted for educational purposes, provided that no fees (other than copying costs) are charged.
For information regarding more extensive copying or reproduction for other purposes, contact:
editors@jctonline.org
