Encyclopedia of the Sciences of Learning

2012 Edition
| Editors: Norbert M. Seel

Identity and Learning

Reference work entry
DOI: https://doi.org/10.1007/978-1-4419-1428-6_284

Synonyms

Definition

The relation between identity and learning is complex, involving the interplay of both individual sense-making and social/cultural processes. Identity can be conceptualized as a coherent sense of self that develops throughout the life span. It takes shape in relation to how one is positioned by others and through participation in a range of cultural and communal activities, and is fluid over time and place. In other words, identity involves both individuality and group membership, each governed by internal sense-making processes and expectations and interactions within social and cultural contexts. Learning can be thought of as two kinds of changes: changes in the ways one understands an idea, concept, or process, and concomitant changes in the ways that one takes part in learning activities. Therefore, identity and learning have important...

This is a preview of subscription content, log in to check access

References

  1. Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171–200). Westport: Ablex Publishers.Google Scholar
  2. Davidson, L. (1996). Making and molding identities in schools. Albany: State University of New York Press.Google Scholar
  3. Gonzalez, N. (1999). What will we do when culture does not exist anymore? Anthropology and Education Quarterly, 30(4), 431–435.CrossRefGoogle Scholar
  4. Horvat, E., & O’Connor, C. (2006). Beyond acting white. NY: Rowan & Littlefield.Google Scholar
  5. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.Google Scholar
  6. Wortham, S. (2006). Learning Identity: the joint emergence of social identification and academic learning. New York: Cambridge University.Google Scholar

Further Reading

  1. Lave, J., & Wenger, E. (1991). Situated learning and legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar

Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Na’ilah Suad Nasir
    • 1
  • Tryphenia B. Peele-Eady
    • 2
  1. 1.Graduate School of Education & Department of African American StudiesUniversity of California, BerkeleyBerkeleyUSA
  2. 2.College of Education, Department of Language, Literacy & Sociocultural StudiesUniversity of New Mexico, AlbuquerqueAlbuquerqueUSA