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

@book{citeulike:1248960, abstract = {{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 = {Wortham, Stanton }, citeulike-article-id = {1248960}, howpublished = {Paperback}, isbn = {0521608333}, keywords = {identity, learning, social}, month = {December}, posted-at = {2007-04-25 01:34:49}, priority = {4}, publisher = {{Cambridge University Press}}, title = {Learning Identity: The Joint Emergence of Social Identification and Academic Learning}, url = {http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20\&path=ASIN/0521608333}, year = {2005} }

TY - BOOK ID - citeulike:1248960 L3 - citeulike-article-id:1248960 TI - Learning Identity: The Joint Emergence of Social Identification and Academic Learning PB - {Cambridge University Press} SN - 0521608333 N2 - {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.} KW - identity KW - learning KW - social AU - Wortham, Stanton PY - 2005/12/19/ UR - http://www.amazon.ca/exec/obidos/redirect?tag=citeulike09-20&path=ASIN/0521608333 ER -