Learning Identity

Erscheinungsjahr 2016
ISBN: 978-0-521-84588-5
Verlag: Cambridge University Press

Buch, Englisch, 314 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 610 g

This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year. The book also traces two major themes from the curriculum, showing how students came to make increasingly sophisticated arguments about them. The book's distinctive contribution is to show in detail how social identification and academic learning became deeply interdependent. The two students developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them. And students learned about those curricular themes in part because the two students were socially identified in ways that illuminated those themes.

Autoren/Hrsg.

Wortham, Stanton

Fachgebiete

• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Geschichte der Psychologie
• Sozialwissenschaften Psychologie Psychologie / Allgemeines & Theorie Psychologie: Allgemeines
• Geisteswissenschaften Philosophie Moderne Philosophische Disziplinen Philosophische Anthropologie

Inhaltsverzeichnis

1. Self/knowledge; 2. Social identification and local metapragmatic models; 3. Academic learning and local cognitive models; 4. Tyisha becoming an outcast; 5. Maurice in the middle; 6. Denaturalizing identity, learning and schooling; Appendices; References.

Über Autor(innen)

Wortham, Stanton
Stanton Wortham is Professor and Associate Dean for Academic Affairs at the University of Pennsylvania Graduate School of Education. He also has appointments in Anthropology, Communications and Folklore. His research applies techniques from linguistic anthropology to study interactional positioning and social identity development in classrooms. He is particularly interested in interrelations between the official curriculum and covert interactional patterns in classroom discourse, and in how the processes of learning and identity development interconnect. Dr. Wortham has written widely on classroom discourse and the linguistic anthropology of education. He has been a Spencer Foundation Dissertation Fellow and a National Academy of Education Postdoctoral Fellow. In 2001 he received the American Educational Research Association Cattell Early Career Award for Programmatic Research.