:Learning Identity: The Joint Emergence of Social Identification and Academic Learning

By William J. Corvey. 2007

401 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/38fe7b2b152248f03d2931956c7650951d530565

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Citations in the corpus

The Cambridge Companion to Vygotsky (2007, background): “[For other studies that trace the formation of social identities in classroom activities over time, see Leander (2002) and Wortham (2006).]”
On Defense: African American Males Making Sense of Racialized Narratives in Mathematics Education (2011, background): “…intertwining of identity and learning processes in a variety of locales, such as the meat-cutting department of a grocery store, an insurance company claims adjustment division, a basketball court, and mathematics classrooms (Lave & Wenger, 1991; Wenger, 1998; Wortham, 2006; Nasir & Hand, 2009).”
Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being (2012, background): “The cultures in different faculties both nationally and internationally [108, 109] have unique qualities that influence doctoral processes, and their implications must be studied more deeply.”
New Literacy Studies (2014, background): “In implementing instruction, teachers create “models of identity” that students take up in various ways (Wortham, 2006).”
The role of relationships in the transition from doctoral student to independent scholar (2011, background): “Wortham (2006) points out that individuals have identities before entering a new domain or community and that these identities may interfere with learning as it is defined in the new domain.”
Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study (2010, background): “Wortham (2006), for example, argued that while educational institutions are sites of rational, cognitive processes (e.g. classroom learning), they are also venues for ‘apparently non-academic processes’ that involve the assignment and development of social identities.”
“Low Ability,” Participation, and Identity in Dialogic Pedagogy (2017, background): “, Goffman 1974, 1981), as well as the work of educational researchers who have applied these ideas to the study of classrooms (e.g., Bloome, Carter, Christian, Otto, & Shuart-Faris, 2005; Cazden, 2001; Gee, 2000; McDermott & Gospodinoff, 1979; Wortham, 2006).”
Friendships and Group Work in Linguistically Diverse Mathematics Classrooms: Opportunities to Learn for English Language Learners (2016, background): “This methodological decision is motivated by my concerns about the relationship between opportunities to learn and the power that is circulated through social relationships and social classification (Wortham, 2006).”
More than Just Skill: Examining Mathematics Identities, Racialized Narratives, and Remediation among Black Undergraduates. (2016, background): “4 This is complicated further by the idea that identifying is both fluid and constituted across timescales (Wortham, 2006).”
From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics (2008, background): “Similarly, research on identity and learning has highlighted the intertwining of identity and learning and has pointed out that when an individual feels that his or her identity is linked to settings, he or she is more engaged and learns more (Nasir, 2006; Wortham, 2006).”
Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools (2010, background): “Looking closely at multiple timescales of classroom interactions can illuminate how teacher identity (or the social identification of the teacher) works as a process of interactional positioning emergent over multiple timescales within a two-hour period (Lemke, 2000; Wortham, 2006).”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “Thus, Idit had Edna as a partner sharing the identity of “not good with fractions,” hinting that “being not good with fractions” was a common identity model (Wortham, 2005) in the girls’ culture.”