Learning Identity: The Joint Emergence of Social by Stanton Wortham

By Stanton Wortham

This e-book describes how social identity and educational studying can deeply rely on one another, via a theoretical account of the 2 tactics and a close empirical research of ways scholars' identities emerged and the way scholars realized curriculum in a single lecture room. The ebook lines the identification improvement of 2 scholars throughout an instructional 12 months, displaying how they constructed unforeseen identities in immense half simply because curricular issues supplied different types that academics and scholars used to spot them and displaying how scholars discovered approximately curricular topics partially as the scholars have been socially pointed out in ways in which illuminated these issues. The book's precise contribution is to illustrate intimately how social id and educational studying can turn into deeply interdependent.

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By Stanton Wortham

This e-book describes how social identity and educational studying can deeply rely on one another, via a theoretical account of the 2 tactics and a close empirical research of ways scholars' identities emerged and the way scholars realized curriculum in a single lecture room. The ebook lines the identification improvement of 2 scholars throughout an instructional 12 months, displaying how they constructed unforeseen identities in immense half simply because curricular issues supplied different types that academics and scholars used to spot them and displaying how scholars discovered approximately curricular topics partially as the scholars have been socially pointed out in ways in which illuminated these issues. The book's precise contribution is to illustrate intimately how social id and educational studying can turn into deeply interdependent.

Show description

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Additional resources for Learning Identity: The Joint Emergence of Social Identification and Academic Learning

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This makes visible the complex overlap between models of identity and models of the curriculum that this book analyzes in detail. It also opens up a more nuanced understanding of how apparently non-academic processes such as social identification and cognitive processes such as academic learning can become inextricable and depend on each other. the inextricability of social identification and academic learning Throughout this chapter, I have moved back and forth between discussing social identification and academic learning as distinct processes that overlap, and arguing that they are inseparable parts of larger processes.

Although it seems to participants as if certain models of identity naturally apply in a given context, participants do substantial work in any event to create unproblematic social identification (Garfinkel, 1967; Goffman, 1959). Only by attending to this event-level work – to how signs of identity come to have meaning within particular events – can we account for the social identification of students like William, Tyisha and Maurice. Nonetheless, in order to interpret or react to signs of identity as they occur in events, participants and observers must draw on metapragmatic models that specify characteristic types of people, actions and relationships.

Any sign of identity can be interpreted in more than one way, and the behavior or descriptions of any individual contain many potential signs of identity that might support conflicting identifications of that individual. This complexity creates indeterminacy in social identification. Participants and observers might attend to different signs, or they might interpret the same signs differently. Given this indeterminacy, how are individuals routinely and unproblematically identified in practice? , Garfinkel, 1967; Silverstein, 1992; Wittgenstein, 1953).

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