The interdependence of social identification and learning

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 systematic...

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Bibliographic Details
Published inAmerican educational research journal Vol. 41; no. 3; pp. 715 - 750
Main Author Wortham, Stanton
Format Journal Article
LanguageEnglish
Published Washington, DC American Educational Research Association 2004
SAGE Publications
Subjects
Academic learning
Analyse
Behavior
Behavioral Science Research
Behavioral Sciences
Class discussion
Classroom Communication
Classrooms
Cognition & reasoning
Cognitive models
Cognitive Psychology
Computer programming
Computers
Curricula
Curriculum
Diskussion
Education and psychology
Educational sciences
Educational Sociology
Gender identity
Grade 9
High School Students
History Instruction
Identification
Identification (Psychology)
Identifikation
Identität
Learning
Learning Processes
Lernen
Ontology
Programming
Psychology and learning
Regional identity
Schuljahr 09
Schüler
Signs
Social identity
Social Influences
Soziokulturelle Bedingung
Student Attitudes
Students
Teachers
Teaching
Teaching Methods
Teaching, Learning, and Human Development
Tyranny
Unterrichtsgespräch
Unterrichtsinhalt
learning
experience-near teaching
social identity
situated cognition
Sociology of Education
Social Origin
Classroom
Cognition
Identification
Identity
Cognitive psychology
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Summary: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. (DIPF/Orig.).
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Commentary-1
content type line 14
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312041003715