Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology

Black, Laura; Williams, Julian; Choudry, Sophina; Pickard-Smith, Kelly; Ryan, Bethany

doi:10.1080/0305764x.2018.1533523

Cited by 5 publications

(4 citation statements)

References 18 publications

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“…By focusing on identities as something that is done, people are made to be active participants in the crafting of their identities (Black, Williams, et al, 2019; Lei et al, 2019). Through this active work, children learn ways to act with agency, or “the capacity of persons to act purposefully” (Kane, 2016, p. 98).…”

Section: Resultsmentioning

confidence: 99%

“…Researchers vary in whether they consider children capable of having identities, or whether they consider children more akin to developing “the ‘seeds’ of an identity which might manifest in adolescence” (Black, William, et al, 2019, p. 353). Those in the first group view children as competent and agentive actors and value the ways even young children do, know, and construct the self (Kuby & Vaughn, 2015).…”

Section: Resultsmentioning

confidence: 99%

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Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Wagner

2023

Review of Educational Research

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The concept of identity has been used to interrogate a wide range of topics about children’s learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an empirically grounded view of how identities are conceptualized in childhood across content areas and to consider the feasibility of a shared conception of content area identities. To do this, the review examines 66 articles on content area identities in early childhood and childhood (birth through Grade 5). Findings show diverse theories are used to examine content area identities in children and at the same time significant consensus in the underlying assumptions about what content area identities are and how they develop. These findings suggest that researchers move away from the current siloed approach to content area identity research and toward a more connected field of study.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Wagner

2023

Review of Educational Research

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“…The recontextualization process at work when students describe their FOI for the teacher-researcher adds a layer of discourse laden with ideologies as the student articulates their voice to address the school culture and teacherresearcher audience. In a recent project, we adapted the method of "significant circles" in order to generate data with younger children (aged 5 to 6 years old) and their families about their use of what we called "everyday mathematics" (reported in Black et al, 2019). We called this activity a "significant line" task and it involved children placing photographs they had taken of their home/community on a line according to how important it was in their lives.…”

Section: Funds Of Identity: Concerns Regarding the Shift In Methodologymentioning

confidence: 99%

Realigning Funds of Identity with struggle against capital: the contradictory unity of use and exchange value in cultural fields

Black

Choudry

Howker

et al. 2021

Mind, Culture, and Activity

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The Funds of Knowledge (FOK) and Funds of Identity (FOI) approaches have demonstrated potential in engaging school curricula with the lived experiences of disadvantaged communities. However, both approaches are not without critique. Our own previous work (drawing on Bourdieu) highlights how FOK/FOI methodologies can result in surfacing exchange value (capital) in the home in ways that re-position some students' access to the school curriculum, while leaving hegemonic practices of schooling unchallenged. In this paper, we propose a new theorization of funds as a cultural commodity of "knowing-in-practice". Following Marx, this commodity is seen as a dialectical unity of use and exchange value -a relation that implies development arising through internal contradictions. We exemplify this empirically through an analysis of the Mexican American Studies (MAS) program. We illustrate how MAS harnessed students' lived experience of oppression into a commodity through a critical curriculum which questions the system (use value) whilst offering exchange value through standardized assessment. This contradictory relation can imply development -for students and the systemif socio-material forces engage favorably. Viewing "funds" as a cultural commodity helps to understand and predict developments arising in practice, and may help identify practical action that exploits such contradictions.

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“…They also understood that even though there were guidelines banning the consumption of some foods in schools, almost all of them (28 out of 33 schools) continued to sell these foods, namely sugary drinks, and foods high in sodium and fats. The schools, in general, did not fully respect the guidelines regarding the nutritional quality of food [22].…”

Section: Education For Food Sustainabilitymentioning

confidence: 98%

Food Sustainable Education: A Systematic Literature Review

Ribeiro¹,

Mesquita²,

Mesquita³

2022

EDULEARN Proceedings

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Sustainability is a concern that emerges in current political agendas, reflecting on official documents related to the education of children and young people. It is considered that educating children about food sustainability can contribute to the change in society's habits soon. Considering, this concern has conceived the Project "Oleachain: Skills for sustainability and innovation in the value chain of traditional olive groves in the Interior of the North of Portugal", under the responsibility of the Polytechnic Institute of Bragança and developed through its research centres (CeDRI, CIMO, UNIAG, and CIEB), in close liaison with organizations, associations, schools, and producers. This project arose from the need to value traditional olive groves, olive and olive oil and is realized in different dimensions. The Research Center in Basic Education (CIEB) assumes in this project the commitment to work on the concept of sustainability and the STEM approach, relating it to the olive grove line. This research is based on the theme of food sustainability. It aims to collect the state of art on the role of education in the development of food sustainability. It is characterized by a qualitative study, of an interpretative nature. It is supported by a systematic review of the literature for data collection and content analysis for the interpretation and triangulation of data. The investigative process followed the following steps: (i) search databases for the keywords: "sustainable food" and children and education"; (ii) selection of relevant articles; (iii) read the texts, organizing them in a diachronic way; (iv) elaboration of categories of analysis; (v) textual elaboration, performing the intersection between education and food sustainability. The data highlight the importance of promoting reflection with children around pro-environmental social issues in formal and non-formal education contexts. It is concluded that educational contexts that promote reflection and connection with the community may have a greater influence on the promotion of more sustainable food consumption behaviours. However, this seems to be a subject that deserves greater attention from schools and teachers.

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Identification with early primary school mathematics: a home–school activity theory conceptualisation and methodology

Cited by 5 publications

References 18 publications

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

Realigning Funds of Identity with struggle against capital: the contradictory unity of use and exchange value in cultural fields

Food Sustainable Education: A Systematic Literature Review

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