Learning Identity: The Joint Emergence of Social by Stanton Wortham

By Stanton Wortham

This publication describes how social id and educational studying can deeply rely on one another, via a theoretical account of the 2 strategies and an in depth empirical research of the way scholars' identities emerged and the way scholars realized curriculum in a single lecture room. The ebook strains the id improvement of 2 scholars throughout an educational 12 months, displaying how they constructed unforeseen identities in vast half simply because curricular subject matters supplied different types that lecturers and scholars used to spot them and displaying how scholars realized approximately curricular topics partially as the scholars have been socially pointed out in ways in which illuminated these issues. The book's certain contribution is to illustrate intimately how social identity and educational studying can develop into deeply interdependent.

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Holland and her colleagues (Holland and Eisenhart, 1990; Holland, Lachicotte, Skinner and Cain, 1998) refer to them as “figured worlds,” culturally shared, idealized types of events that involve recognizable sorts of people and characteristic actions. Bourdieu (1979/1984), Eckert (2000), Woolard (1989) and others refer to such models in terms of one or more “markets” of available identities. How one speaks or dresses gets evaluated with respect to a symbolic market that sets the value of certain identities, and one “buys” access and status by giving off signs that presuppose an identity of a certain value in the relevant market.

Specific phenomena will be best explained using different configurations of relevant timescales. In some cases, decades-old racial and gender stereotypes will be applied to individuals without much local inflection, while in others, weeks-long local models will emerge and change several times, transforming the impact of decades-long stereotypes. The most productive configuration of timescales for analysis will differ from case to case and must be determined for each setting and each phenomenon of interest.

When Mrs. Bailey said, “We don’t usually hear from William,” she did not say explicitly that William was a taciturn black male student who was unable or unwilling to take advantage of educational opportunities. But, together with other signs of identity from across the interaction and across the year, I argue that her utterance did turn out to presuppose this model of identity for William. Evidence of social identification, then, comes from both denotationally explicit and implicit signs of identity.

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