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.
Author(s): Stanton Wortham
Year: 2005
Language: English
Pages: 314
Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
Acknowledgments......Page 11
1 Self/Knowledge......Page 13
students as beasts......Page 14
Denaturalizing Models of Identity......Page 18
Timescales of Identification......Page 20
local power/knowledge......Page 23
Beyond Dualism......Page 24
Power/Knowledge......Page 26
Classroom Self/Knowledge......Page 29
Personalized Pedagogy......Page 33
the inextricability of social identification and academic learning......Page 35
outline of the book......Page 38
2 Social Identification and Local Metapragmatic Models......Page 41
Events of identification......Page 42
Models of Identity......Page 48
Beyond Macro and Micro......Page 52
Trajectories of identification......Page 59
gendered models of identity in the classroom......Page 61
Promising Girls and Unpromising Boys......Page 64
Erika as Smart and Promising......Page 67
William the Stereotypical Boy......Page 70
3 Academic Learning and Local Cognitive Models......Page 102
Events of Cognition......Page 103
Artifacts and Activity Systems......Page 107
Learning across Trajectories......Page 113
The Activity of Paideia Discussion......Page 117
Local Versions of Curricular Themes......Page 127
Equality 7-2521 and Lycurgus......Page 130
Pericles and the Analogy Between Athens and the Classroom......Page 136
An Example of Student Learning......Page 143
The Second Curricular Theme: The Legitimacy of Resistance......Page 148
The Overlap of Academic Learning and Social Identification......Page 153
4 Tyisha Becoming an Outcast......Page 160
overview of tyisha’s local identity development......Page 161
starting as a regular student......Page 163
from regular student to outcast......Page 167
Tyisha as Explicitly a Problem......Page 168
Tyisha as “Conceited”......Page 173
Tyisha the Courageous Liar......Page 181
curricular themes as a resource for identifying tyisha......Page 190
Tyisha the Beast......Page 192
Tyisha Continuing as a Beast......Page 202
the outcast resisting authority......Page 206
From Disruptive to Skeptical......Page 207
Resisting Exploitation......Page 220
conclusions......Page 226
5 Maurice in the Middle......Page 229
just another good student......Page 231
The Girls Against Maurice......Page 235
Gender as a Curricular Concept......Page 238
maurice the outcast......Page 243
Maurice the Beast......Page 244
Embracing Individualism......Page 252
Male Resistance......Page 259
Caught Between Loyalty and Resistance......Page 264
conclusions......Page 282
6 Denaturalizing Identity, Learning and Schooling......Page 285
generalizability and cross-timescale relations......Page 287
knowledge, power and human nature......Page 293
moral visions of schooling......Page 298
Unidentified Students......Page 303
transcription conventions......Page 304
References......Page 305
Index......Page 315
