The interdependence of social identification and learning

American Educational Research Journal

Volumn 41, Issue 3, 2004, Pages 715-750

  Wortham, Stanton ^a,b  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

^b UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

Experience near teaching; Learning; Situated cognition; Social identity

Indexed keywords

EID: 11244339977     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/00028312041003715     Document Type: Review

References (82)

1. Adler, M. (1982). The Paideia proposal. New York: Macmillan.
2. Agha, A. (2003). The social life of cultural value. Language and Communication, 23, 231-273.
3. Anderson, E. (1999). Code of the street. New York: Norton.
4. Bateson, G. (1972), Steps to an ecology of mind. New York: Ballantine.
5. Boaler, J. (2000). Mathematics from another world; Traditional communities and the alienation of learners. Journal of Mathematical Behavior, 18, 379-397.
6. Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste (R. Nice, Trans.). Cambridge, MA: Harvard University Press.
7. Brickhouse, N. (2001). Embodying science: A feminist perspective on learning. Journal of Research in Science Teaching, 38, 282-295.
8. Brown, L., & Gilligan, C. (1992). Meeting at the crossroads. Cambridge, MA: Harvard University Press.
9. Castanheira, M. L., Crawford, T., Dixon, C. N., & Green, J. L. (2000). Interactional ethnography: An approach to studying the social construction of literate practices. Linguistics and Education, 11, 353-400.
10. Cazden, C. (1988). Classroom discourse. Portsmouth, NH: Heinemann.
11. Cazden, C., John, V., & Hymes, D. (Eds.). (1972). Functions of language in the classroom. New York: Teachers College Press.
12. Cole, M. (1996). Cultural psychology. Cambridge, MA: Harvard University Press.
13. Dreier, O. (2000). Psychotherapy in clients' trajectories across contexts. In C. Mattingly & L. Garro (Eds.), Narrative and the cultural construction of illness and healing (pp. 237-258). Berkeley: University of California Press.
14. Dreier, O. (2003). Learning in personal trajectories of participation. In N. Stevenson, H. L. Radtke, R. Jorna, & H. Stam (Eds.), Theoretical psychology: Critical contributions (pp. 20-29). Toronto: Captus Press.
15. Dyson, A. (1989). Multiple worlds of child writers. New York: Teachers College Press.
16. Edmiston, B., & Enciso, P. (2002). Reflections and refractions of meaning: Dialogic approaches to classroom drama and reading. In J. Flood, D. Lapp, J. Squire, & J. Jensen (Eds.), Handbook of research on teaching the English language arts (pp. 868-880). Mahwah, NJ: Erlbaum.
17. Eggins, S., & Slade, D (1997). Analyzing casual conversation. London: Cassell.
18. Erickson, F. (1992). The interface between ethnography and microanalysis. In M. LeCompte, W. Millroy, & J. Preissle (Eds.), The handbook of qualitative research in education. San Diego, CA: Academic Press.
19. Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. New York: Taylor & Francis.
20. Ferguson, A. (2000). Bad boys. Ann Arbor: University of Michigan Press.
21. Foley, D. (1996). The silent Indian as a cultural production. In B. Levinson, D. Foley, & D. Holland (Eds.), The cultural production of the educated person (pp. 79-91). Albany: State University of New York Press.
22. Fordham, S. (1996). Blacked out. Chicago: University of Chicago Press.
23. Fordham, S., & Ogbu, J. (1986). Black students and school success: Coping with the "burden of acting White." Urban Review, 18, 176-206.
24. Gadsden, V., Wortham, S., & Turner, H. (2003). Situated identities of young, African American fathers in low-income urban settings. Family Court Review, 41, 381-399.
25. Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York: Routledge.
26. Goffman, E. (1974). Frame analysis. New York: Harper & Row.
27. Goodwin, C. (1995). Seeing in depth. Social Studies of Science, 25, 237-274.
28. Greeno, J. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17.
29. Greeno, J. G., with Middle School Mathematics Through Applications Project Group. (1998). The situativity of knowing, learning, and research. American Psychologist, 53, 5-26.
30. Holland, D., & Eisenhart, M. (1990). Educated in romance. Chicago: University of Chicago Press.
31. Honora, D. (2003). Urban African American adolescents and school identification. Urban Education, 38, 58-76.
32. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
33. Jordan, W., & Cooper, R. (2003). High school reform and Black male students: Limits and possibilities of policy and practice. Urban Education, 38, 196-216.
34. Kamberelis, G., & Scott, K. (1992). Other people's voices. Linguistics & Education, 4, 359-403.
35. Latour, B. (1993). We have never been modern (C. Porter, Trans.). Cambridge, MA: Harvard University Press.
36. Lave, J. (1988). Cognition in practice. New York: Cambridge University Press.
37. Lave, J. (1993). The practice of learning. In S. Chaikin & J. Lave (Eds.), Understanding practice (pp. 3-34). New York: Cambridge University Press.
38. Leinhardt, G. (2000). Lessons on teaching and learning in history from Paul's pen. In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching and learning history (pp. 223-245). New York: New York University Press.
39. Lemke, J. (1990). Talking science. Norwood, NJ: Ablex.
40. Lemke, J. (2000). Across the scales of time. Mind, Culture, & Activity, 7, 273-290.
41. Luke, A., & Freebody, P. (1997). Shaping the social practices of reading. In S. Muspratt, A. Luke, & P. Freebody (Eds.), Constructing critical literacies: Teaching and learning textual practice. Cresskill, NJ: Hampton Press.
42. McDermott, R. (1997). Achieving school failure: 1972-1997. In G. Spindler (Ed.), Education and cultural process: Anthropological approaches (3rd ed., pp. 110-135). Prospect Heights, IL: Waveland Press.
43. McGinley, W., & Kamberelis, G. (1996). Maniac Magee and Ragtime Tumpie: Children negotiating self and world through reading and writing. Research in the Teaching of English, 30, 75-113.
44. Mehan, H., Villanueva, I., Hubbard, L., Lintz, A., & Okamoto, D. (1996). Constructing school success. New York: Cambridge University Press.
45. Moje, E. (2000). To be part of the story. Teachers College Record, 102, 651-690.
46. Nasir, N. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4, 213-224.
47. Newkirk, T. (2002). Misreading masculinity. Portsmouth, NH: Heinemann.
48. Nightingale, C. (1993). On the edge: A history of poor Black children and their American dreams. New York: Basic Books.
49. O'Connor, M. (2001). Can any fraction be turned into a decimal? Educational Studies in Mathematics, 46, 143-185.
50. Ogbu, J. (1993). Frameworks variability in minority school performance. In E. Jacob & C. Jordan (Eds.), Minority education: Anthropological perspectives (pp. 83-111). Norwood, NJ: Ablex.
51. Packer, M. (2001). Changing classes. New York: Cambridge University Press.
52. Pottorff, D., Phelps-Zientarski, D., & Skovera, M. (1996). Gender perception of elementary and middle school students about literacy at school and at home. Journal of Research and Development in Education, 29, 203-211.
53. Rex, L., & McEachen, D. (1999). "If anything is odd, inappropriate, confusing, or boring, it's probably important": The emergence of inclusive academic literacy through English classroom discussion practices. Research in the Teaching of English, 34, 65-129.
54. Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R. Siegler (Eds.), Handbook of child psychology: Vol. 2. Cognition, perception and learning (pp. 679-744). New York: Wiley.
55. Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking in conversation. Language, 50, 696-735.
56. Sadker, M., & Sadker, D. (1995). Failing at fairness: How America's schools cheat girls. New York: Scribner.
57. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-14.
58. Sfard, A. (2000). Steering (dis)course between metaphors and rigor: Using focal analysis to investigate an emergence. Journal for Research in Mathematics Education, 31, 296-327.
59. Silverstein, M. (1992). The indeterminacy of contextualization: When is enough enough? In A. DiLuzio & P. Auer (Eds.), The contextualization of language (pp. 55-75). Amsterdam: John Benjamins.
60. Silverstein, M. (1998). Contemporary transformations of local linguistic communities. Annual Review of Anthropology, 27, 401-426.
61. Sinatra, G., Beck, I., & McKeown, M. (1992). A longitudinal characterization of young students' knowledge of their country's government. American Educational Research Journal, 29, 633-661.
62. Spencer, M. (1999). Social and cultural influences on school adjustment. Educational Psychologist, 34, 43-57.
63. Sum, A., & Harrington, P. (2003). The hidden crisis in the high school dropout problems of young adults in the U.S.: Recent trends in overall school dropout rates and gender differences in dropout behavior. Boston: Center for Labor Market Studies, Northeastern University.
64. Urban, G. (2001). Metaculture. Minneapolis: University of Minnesota Press.
65. Varenne, H., & McDermott, R. (1998). Successful failure. Boulder, CO: Westview Press.
66. Vološinov, V. (1973). Marxism and the philosophy of language (L. Matejka & I. Titunik, Trans.). Cambridge, MA: Harvard University Press. (Original work published 1929)
67. Vygotsky, L. (1987). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)
68. Walkerdine, V. (1988). The mastery of reason: Cognitive development and the production of rationality. New York: Routledge.
69. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press.
70. Wertsch, J. (1998). Mind as action. New York: Oxford University Press.
71. Wilhelm, J. (1997). You gotta BE the book. New York: Teachers College Press.
72. Willis, P. (2001). "Tekin' the piss." In D. Holland & J. Lave (Eds.), History in person: Enduring struggles, contentious practice, intimate identities (pp. 171-216). Santa Fe, NM: School of American Research Press.
73. Wineburg, S. (2001). Historical thinking and other unnatural acts. Philadelphia: Temple University Press.
74. Wortham, S. (1994). Acting out participant examples in the classroom. Philadelphia: John Benjamins.
75. Wortham, S. (1995). Experiencing the great books. Mind, Culture, & Activity, 2, 67-80.
76. Wortham, S. (1996). Deictic mapping. Journal of Pragmatics, 25, 331-348.
77. Wortham, S. (2001a). Interactionally situated cognition: A classroom example. Cognitive Science, 25, 37-66.
78. Wortham, S. (2001b). Narratives in action. New York: Teachers College Press.
79. Wortham, S. (2001c), Gender and school success in the Latino diaspora. In S. Wortham, E. Murillo, & E. Hamann (Eds.), Education in the new Latino diaspora: Policy and the politics of identity (pp. 117-141). Westport, CT: Ablex.
80. Wortham, S. (2003). Curriculum as a resource for the development of social identity. Sociology of Education, 76, 229-247.
81. Wortham, S. (in press). Learning identity. New York: Cambridge University Press.
82. Wortham, S., & Locher, M. (1996). Voicing on the news: An analytic technique for studying media bias. Text, 16, 557-585.