Scientific literacy and discursive identity: A theoretical framework for understanding science learning

• Published in: Science education (Salem, Mass.) Vol. 89; no. 5; pp. 779 - 802
• Main Authors: Brown, Bryan A., Reveles, John M., Kelly, Gregory J.
• Format: Journal Article
• Language: English
• Published: Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.09.2005; John Wiley & Sons, Inc; Wiley; Wiley Periodicals Inc
• Subjects: African American Students; Classroom Communication; Curriculum subjects: programmes and methods; Discourse Analysis; Educational Research; Educational sciences; Exact and natural sciences; Grade 5; Language Usage; Learning; Science education; Science Instruction; Scientific Literacy; Sociocultural Patterns; Teaching methods; USA; Negro American; Discourse analysis; Comprehension; Science Education; Theory; Cognitive psychology
• ISSN: 0036-8326; 1098-237X
• DOI: 10.1002/sce.20069

In this paper we propose the construct of discursive identity as a way to examine student discourse. We drew from the work of Gee (2001, Review of Research in Education, 25, 99–125) and Nasir and Saxe (2003, Educational Researcher, 32(5), 14–18) to consider the multiple contexts and developmental timescales of student discursive identity development. We argue that theories of scientific literacy need to consider the sociocultural contexts of language use in order to examine fully affiliation and alienation associated with appropriation of scientific discourse. As an illustrative case, we apply discursive identity to series of short exchanges in a fifth‐grade classroom of African‐American students. The discussion examines potential co‐construction of student identity and scientific literacy. © 2005 Wiley Periodicals, Inc. Sci Ed 89:779–802, 2005