Learning Identities, Education and Community

Erscheinungsjahr 2016
ISBN: 978-1-107-04695-5
Verlag: Cambridge University Press

Buch, Englisch, 274 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 552 g

This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn.

Autoren/Hrsg.

Erstad, Ola

Gilje, Øystein

Sefton-Green, Julian

Arnseth, Hans Christian

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung
• Interdisziplinäres Wissenschaften Wissenschaft und Gesellschaft | Kulturwissenschaften Kulturwissenschaften
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie

Inhaltsverzeichnis

List of tables; Acknowledgements; 1. Introduction: the learning lives of Groruddalen; 2. Groruddalen: Norway goes global; 3. From studying young people to creating narratives of learning lives; 4. Negotiating cultural identities: outdoor play, classroom discussions, and future orientation; 5. Learning identities: on the boundaries between work and play; 6. Forming learning identities through narrative; 7. Making choices to make a 'future': how community, the valley and the nation frame possibilities; 8. Schooling for tolerance: dealing with conflict and controversy; 9. Conclusion: the learning lives of new Norwegians; Appendices: 1. The education system in Norway: schools, levels, and transitions; 2. A map of Groruddalen; References.

Über Autor(innen)

Sefton-Green, Julian
Hans Christian Arnseth is Associate Professor in the Department of Education at the University of Oslo. He is an expert in the field of computer-supported collaborative learning, and the consequences of developments in ICT for learning and literacy.

Erstad, Ola
Ola Erstad is Professor and Head of the Department of Education at the University of Oslo. He has published on issues of technology and education, particularly on media literacy and twenty-first-century skills.

Arnseth, Hans Christian
Julian Sefton-Green is Principal Research Fellow in the Department of Media and Communication at the London School of Economics and Political Science, and research associate at the University of Oslo. He has published on media education, new technologies, creativity, digital cultures and informal learning.

Gilje, Øystein
Øystein Gilje is Associate Professor in the Department of Teacher Education and School Research at the University of Oslo. He works in the fields of multimodal literacy and educational ethnography, and has published on technology, identity and moving images.