Abstract
A major leitmotiv in the social sciences, the concept of identity, promises to be rewarding in the hands of science educators concerned with the holistic development of learners of all ages. While its inherent complexity poses obstacles to adoption, urban science educators and those advocating equity and social justice have spearheaded identity-based research, which has clustered around the frameworks of figured worlds, discursive stances, and activity theory. This departure from psychological attributions of identity toward sociocultural perspectives of personhood resonates with the increasing acceptance of interpretative paradigms in science education.
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Lee, YJ. (2012). Identity-Based Research in Science Education. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_3
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