GSE Publications
Document Type
Journal Article
Date of this Version
September 2004
Abstract
When students and teachers discuss subject matter, at least two processes generally occur: Students and teachers become socially identified as recognizable types of people, and students learn subject matter. This article contributes to recent work on how social identification and learning systematically interrelate by describing one complex way in which these two processes can partly constitute each other. The article analyzes data from across an academic year in a ninth-grade classroom, exploring how one student developed a social identity through the same conversations in which students learned aspects of the curriculum.
Keywords
learning, social identity, situated cognition, experience-near teaching
Date Posted: 30 April 2007
This document has been peer reviewed.
Comments
Postprint version. Published in American Educational Research Journal, Volume 41, Issue 3, Fall 2004, pages 715-750.