Identity Construction through Schooling: listening to students’ voices
pages 80-88
http://dx.doi.org/10.2304/eerj.2009.8.1.80
VIEW FULL TEXT | ISSUE CONTENTS LISTOne of the main problems faced by several educational systems around the world is educational exclusion. Portugal is no exception. It is recognized that those who drop out of education are at risk of social exclusion, with reduced opportunities to participate in society. In order to understand this, the authors reconceptualized the school as a community of practice, where students not only appropriate academic knowledge, but also new ways of being and perceiving themselves and others, and school practice itself. This article aims to better understand educational exclusion from the perspective of at-risk students. How do their constructed positional identities originate ways of being, relating and acting in relation to school agents and practices? The authors developed four focus group interviews with students presenting high rates of truancy and failure. Against their expectations, several students showed intent of pursuing their own path within the school system and saw themselves as capable of changing the conditions of failure in order to succeed in school.
To cite this article
SOFIA FREIRE, CAROLINA CARVALHO, ANA FREIRE, MÁRIO AZEVEDO, TERESA OLIVEIRA (2009) Identity Construction through Schooling: listening to students’ voices, European Educational Research Journal, 8(1), 80-88. http://dx.doi.org/10.2304/eerj.2009.8.1.80
pages 80-88
http://dx.doi.org/10.2304/eerj.2009.8.1.80
VIEW FULL TEXT | ISSUE CONTENTS LISTOne of the main problems faced by several educational systems around the world is educational exclusion. Portugal is no exception. It is recognized that those who drop out of education are at risk of social exclusion, with reduced opportunities to participate in society. In order to understand this, the authors reconceptualized the school as a community of practice, where students not only appropriate academic knowledge, but also new ways of being and perceiving themselves and others, and school practice itself. This article aims to better understand educational exclusion from the perspective of at-risk students. How do their constructed positional identities originate ways of being, relating and acting in relation to school agents and practices? The authors developed four focus group interviews with students presenting high rates of truancy and failure. Against their expectations, several students showed intent of pursuing their own path within the school system and saw themselves as capable of changing the conditions of failure in order to succeed in school.
To cite this article
SOFIA FREIRE, CAROLINA CARVALHO, ANA FREIRE, MÁRIO AZEVEDO, TERESA OLIVEIRA (2009) Identity Construction through Schooling: listening to students’ voices, European Educational Research Journal, 8(1), 80-88. http://dx.doi.org/10.2304/eerj.2009.8.1.80
IDENTITY, BELONGING, AND ACHIEVEMENT
A Model, Interventions, Implications
Geoffrey L. Cohen1 and Julio Garcia2
ABSTRACT—In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological threat and belonging concerns and how these can produce persistent performance decrements, which through feedback loops can increase over time. The character of such processes may be revealed only over time because they are recursive in nature and interact with other factors in chronically evaluative social environments. Finally, we address how this model helped in the development of successful interventions.
https://ed.stanford.edu/sites/default/files/identity_belonging_achievement.pdfDownloaded from cdp.sagepub.com at STANFORD UNIV on June 24, 2010
A Model, Interventions, Implications
Geoffrey L. Cohen1 and Julio Garcia2
ABSTRACT—In this article we discuss how social or group identities affect achievement. We also present a model of identity engagement that describes how a salient social identity can trigger psychological threat and belonging concerns and how these can produce persistent performance decrements, which through feedback loops can increase over time. The character of such processes may be revealed only over time because they are recursive in nature and interact with other factors in chronically evaluative social environments. Finally, we address how this model helped in the development of successful interventions.
https://ed.stanford.edu/sites/default/files/identity_belonging_achievement.pdfDownloaded from cdp.sagepub.com at STANFORD UNIV on June 24, 2010
Learner identity. An educational and analytical tool
César Coll
Leili Falsafi
Abstract
In this article we elaborate on the notion of learner identity, presenting a sociocultural approach to its conceptualization. At the core of our proposal is the idea that learner identity deserves particular attention in educational situations because it is founded on experiences of participation in learning activities. These are distinct from other activity types in that they are explicitly directed towards learning objectives. Learner identity is a functional identity type for the educational contexts where it mediates the individual’s processes of attribution of meaning and sense making.
César Coll
Leili Falsafi
Abstract
In this article we elaborate on the notion of learner identity, presenting a sociocultural approach to its conceptualization. At the core of our proposal is the idea that learner identity deserves particular attention in educational situations because it is founded on experiences of participation in learning activities. These are distinct from other activity types in that they are explicitly directed towards learning objectives. Learner identity is a functional identity type for the educational contexts where it mediates the individual’s processes of attribution of meaning and sense making.
Identity, Teaching and Learning (Chapter 1)
Our self-identity has a lot to do with how we are perceived and treated by both significant and nonsignificant others.
Our identity is the very core of who we are as human beings. From birth, we are subject to how we are thought about, treated, and cared for by the significant persons in our lives as well as by others in multiple environments. Our ideas about self are largely a reflection of others’ ideas about us, good and bad or in between. Schools have an enormous influence on how we come to see ourselves, the hopes and dreams we acquire, and our achievement motivation.
Our self-identity has a lot to do with how we are perceived and treated by both significant and nonsignificant others.
Our identity is the very core of who we are as human beings. From birth, we are subject to how we are thought about, treated, and cared for by the significant persons in our lives as well as by others in multiple environments. Our ideas about self are largely a reflection of others’ ideas about us, good and bad or in between. Schools have an enormous influence on how we come to see ourselves, the hopes and dreams we acquire, and our achievement motivation.
Walking the Equity Talk: A Guide for Culturally Courageous Leadership in School CommunitiesJohn Robert Browne II
Pub. date: 2012 | Online Pub. Date: April 10, 2013 | DOI:http://dx.doi.org/10.4135/9781452275468 | Print ISBN: 9781412997812 | Online ISBN: 9781452275468 | Publisher:Corwin Press, Chapter 1
- as found June 29 @ http://www.sagepub.com/upm-data/48365_Browne_chapter_1.pdf
Pub. date: 2012 | Online Pub. Date: April 10, 2013 | DOI:http://dx.doi.org/10.4135/9781452275468 | Print ISBN: 9781412997812 | Online ISBN: 9781452275468 | Publisher:Corwin Press, Chapter 1
- as found June 29 @ http://www.sagepub.com/upm-data/48365_Browne_chapter_1.pdf
The Narrative Constitution of Identity:
A relational and network approach
by MARGARET R. SOMERS
University of Michigan
"This article argues for reconfiguring the study of identity formation through the concept of narrative. It is motivated by two recent but seemingly unrelated developments in social theory and society. One is the emergence of a wide-spread "identity politics" and a concomitant scholarly focus on the "social construction of identity." The other is the reconfigured approach to the concept of narrative that researchersfrom many disciplines have been formulating in recent years. Both are important developments not to be overlooked by social scientigts and social theorists; both, however, have problems and limitations as they now stand. I argue in this article that the limitations of each potentiallycan be overcome by bringing the two thematics together. The key concept I propose to achieve this reconfiguration is that of narrative identity.:
A relational and network approach
by MARGARET R. SOMERS
University of Michigan
"This article argues for reconfiguring the study of identity formation through the concept of narrative. It is motivated by two recent but seemingly unrelated developments in social theory and society. One is the emergence of a wide-spread "identity politics" and a concomitant scholarly focus on the "social construction of identity." The other is the reconfigured approach to the concept of narrative that researchersfrom many disciplines have been formulating in recent years. Both are important developments not to be overlooked by social scientigts and social theorists; both, however, have problems and limitations as they now stand. I argue in this article that the limitations of each potentiallycan be overcome by bringing the two thematics together. The key concept I propose to achieve this reconfiguration is that of narrative identity.:
Citation: Somers, Margaret R.; (1994). "The narrative constitution of identity: A relational and network approach." Theory and Society 23 (5): 605-649. <http://hdl.handle.net/2027.42/43649>
ISSN: 0304-2421, 1573-7853
DOIs: http://dx.doi.org/10.1007/BF00992905
Handle: http://hdl.handle.net/2027.42/43649
as found @ http://deepblue.lib.umich.edu/bitstream/handle/2027.42/43649/11186_2004_Article_BF00992905.pdf;jsessionid=34452840188A72C7BA3F80635AF37F23?sequence=1
ISSN: 0304-2421, 1573-7853
DOIs: http://dx.doi.org/10.1007/BF00992905
Handle: http://hdl.handle.net/2027.42/43649
as found @ http://deepblue.lib.umich.edu/bitstream/handle/2027.42/43649/11186_2004_Article_BF00992905.pdf;jsessionid=34452840188A72C7BA3F80635AF37F23?sequence=1
Handbook of Personality: Theory and Research
by John, Robins and Pervin
3rd Edition, New York, Harvard Press. 2008
Chapter 8: Personal Narrative and the Life Story
"The study of stories people tell of their lives is no longer a promising new direction for the future of personality psychology. Instead, personal narratives and the life story have arrived."
as found @ http://www.sesp.northwestern.edu/docs/publications/1698511162490a0d856d825.pdf
by John, Robins and Pervin
3rd Edition, New York, Harvard Press. 2008
Chapter 8: Personal Narrative and the Life Story
"The study of stories people tell of their lives is no longer a promising new direction for the future of personality psychology. Instead, personal narratives and the life story have arrived."
as found @ http://www.sesp.northwestern.edu/docs/publications/1698511162490a0d856d825.pdf
Narrative Identity and Meaning Making
Across the Adult Lifespan: An Introduction
by Jefferson A. Singer
Department of Psychology, Connecticut College
"In a quiet but consistent way, a new subdiscipline of personality psychology—narrative identity research—has emerged. Its organizing concern is how individuals employ narratives to develop and sustain a sense of personal unity and purpose from diverse experiences across the lifespan"
as found @ http://www.selfdefiningmemories.com/Singer__2004.pdf
Across the Adult Lifespan: An Introduction
by Jefferson A. Singer
Department of Psychology, Connecticut College
"In a quiet but consistent way, a new subdiscipline of personality psychology—narrative identity research—has emerged. Its organizing concern is how individuals employ narratives to develop and sustain a sense of personal unity and purpose from diverse experiences across the lifespan"
as found @ http://www.selfdefiningmemories.com/Singer__2004.pdf
Who am I? Narration and its contribution to self and identity
by Michael Bamberg
Clark UniversityTheory & Psychology
21(1) 1–22
© The Author(s) 2010
sagepub.co.uk/journalsPermissions.nav
Abstract
"This article critically examines the recent turn to narratives as tools for identity construction and identity analysis. While self and sense of self will be used largely as synonyms, the attempt is made to draw up a distinction between self (sense of self) on one hand and identity on the other. Rather than starting with a definition of features and functions of self and identity, I propose to start from the identification of three practical challenges that self and identity formation processes are facing. These three challenges will be explicated in terms of dilemmatic spaces within which identity activities—and at their center: narrating—are “navigated.” They consist of: (i) a successful diachronic navigation between constancy and change, (ii) the establishment of a synchronic connection between sameness and difference (between self and other), and (iii) the management of agency between the double-arrow of a person-to-world versus a world-to-person direction of fit. While biographical approaches (big story research) have contributed in valuable ways to identity research by exploring the links between narrative and life, they have traditionally confined themselves to the analysis of lives as texts. A narrative practice approach (small story research) is suggested to solve a number of problems and shortcomings of traditional approaches."
as found @ http://www.clarku.edu/~mbamberg/Material_files/Who%20Am%20I%20%20part%201.pdf
by Michael Bamberg
Clark UniversityTheory & Psychology
21(1) 1–22
© The Author(s) 2010
sagepub.co.uk/journalsPermissions.nav
Abstract
"This article critically examines the recent turn to narratives as tools for identity construction and identity analysis. While self and sense of self will be used largely as synonyms, the attempt is made to draw up a distinction between self (sense of self) on one hand and identity on the other. Rather than starting with a definition of features and functions of self and identity, I propose to start from the identification of three practical challenges that self and identity formation processes are facing. These three challenges will be explicated in terms of dilemmatic spaces within which identity activities—and at their center: narrating—are “navigated.” They consist of: (i) a successful diachronic navigation between constancy and change, (ii) the establishment of a synchronic connection between sameness and difference (between self and other), and (iii) the management of agency between the double-arrow of a person-to-world versus a world-to-person direction of fit. While biographical approaches (big story research) have contributed in valuable ways to identity research by exploring the links between narrative and life, they have traditionally confined themselves to the analysis of lives as texts. A narrative practice approach (small story research) is suggested to solve a number of problems and shortcomings of traditional approaches."
as found @ http://www.clarku.edu/~mbamberg/Material_files/Who%20Am%20I%20%20part%201.pdf
Identity Theory and Social Identity Theory
by Jan E.Stets and Peter J. Burke
Washington State University
Social Psychology Quarterly. 2000. Vol 63, pp 224-257