Learning Identity(ISBN=9780521608336) 2025 chm pdf kindle rb azw3 下载 115盘

　　　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.

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　　Stanton Wortham is Professor and Associate Dean for Academic

Affairs at the University of Pennsylvania Graduate School of

Education. He also has appointments in Anthropology, Communications

and Folklore. His research applies techniques from linguistic

anthropology to study interactional positioning and social identity

development in classrooms. He is particularly interested in

interrelations between the official curriculum and covert

interactional patterns in classroom discourse, and in how the

processes of learning and identity development interconnect. Dr.

Wortham has written widely on classroom discourse and the

linguistic anthropology of education. He has been a Spencer

Foundation Dissertation Fellow and a National Academy of Education

Postdoctoral Fellow. In 2001 he received the American Educational

Research Association Cattell Early Career Award for Programmatic

Research.

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书籍介绍

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.