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


reviewed by Mary M. Juzwik February 14, 2008

coverTitle: Learning Identity: The Joint Emergence of Social Identification and Academic Learning
Author(s): Stanton Wortham
Publisher: Cambridge University Press, New York
ISBN: 0521608333, Pages: 305, Year: 2006
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Stanton Wortham’s Learning Identity: The Joint Emergence of Social Identification and Academic Learning examines the interrelationship of student identity and academic learning over an academic year in a 9th grade classroom studying English and history. The book presents a longitudinal, discourse analytic method for understanding how social classifications of students and the learning of curricular concepts can become intertwined in the everyday practices of classroom life. It further shows how these two processes – social identification and academic learning – emerged, sedimented, and changed across the year. The book is organized into six chapters. The first offers an introduction to the project and to its interdisciplinary grounding in linguistic anthropology, cultural psychology, and practice theory. The second chapter develops a theory of social identification and explicates “local metapragmatic models” as a mechanism for understanding social identification as an emergent process in classrooms. Similarly, chapter three offers a theory of academic... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: February 14, 2008
http://www.tcrecord.org ID Number: 14999, Date Accessed: 12/14/2017 1:13:35 AM

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About the Author
  • Mary Juzwik
    Michigan State University
    E-mail Author
    MARY M. JUZWIK is assistant professor of Language and Literacy in the Teacher Education department at Michigan State University. She teaches undergraduate and graduate courses in writing, discourse, and English education and coordinates the secondary English Education program. Her current work focuses on narrative discourse in English language arts classrooms. Her research has been published in journals including College Composition and Communication, Educational Researcher, English Education, Linguistics and Education, Teachers College Record, and Written Communication. A forthcoming book, The Rhetoric of Teaching: Understanding the Dynamics of Holocaust Narratives in an English Classroom will be published by Hampton Press.
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