the joint emergence of social identification and academic learning /
Stanton Wortham.
New York, NY :
Cambridge University Press,
2006.
1 online resource (ix, 305 pages) :
illustrations
Includes bibliographical references (pages 293-301) and index.
Self/knowledge -- Social identification and local metapragmatic models -- Academic learning and local cognitive models -- Tyisha becoming an outcast -- Maurice in the middle -- Denaturalizing identity, learning and schooling.
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"This book describes how social identification and academic learning can deeply depend on each other, through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerged and how students learned curriculum in one classroom. The book traces the identity development of two students across an academic year, showing how they developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them and showing how students learned about curricular themes in part because the two students were socially identified in ways that illuminated those themes. The book's distinctive contribution is to demonstrate in detail how social identification and academic learning can become deeply interdependent."--Jacket.
Learning identity.
0521608333
Educational sociology.
Identity (Psychology)
Social psychology.
Psychology, Educational [MESH]
Psychology, Educational.
Psychology, Social [MESH]
Psychology, Social.
Identité (Psychologie)
Psychologie sociale.
Sociologie de l'éducation.
Educational sociology.
Identité (psychologie)
Identity (Psychology)
Pädagogische Soziologie
POLITICAL SCIENCE-- Public Policy-- Cultural Policy.