Review of Wortham (2005): Learning Identity: The Joint Emergence of Social Identification and Academic Learning

Osborn, Terry A.

doi:10.1075/lplp.32.1.15osb

Cited by 8 publications

(8 citation statements)

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“…Even when educators do not develop curricular elements directly from students' own class-based experiences, they may still use course materials that foreground issues of class, especially those that highlight the experiences, knowledge, and resources of the working class. Curricular materials sensitive to social class would create useful spaces for students to develop their own identities as classed individuals (Wortham, 2006). Although such subjects as history and social studies may lend themselves more directly to such an undertaking, other subjects may be adapted to fit the aims of a class-conscious CRSE.…”

Section: Discussionmentioning

confidence: 99%

Toward a Class-Conscious Approach to Cultural Responsiveness

Leo

2023

Educational Researcher

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The last several decades have seen a growth in scholarship and application of culturally responsive and sustaining educational (CRSE) approaches in schools serving youth of color. A growing body of research has shown how CRSE serves as an effective strategy to engage students of color, combat pernicious stereotypes, and improve academic outcomes. Notwithstanding these important contributions, CRSE scholarship and practice have not fully explored the significance of social class, despite its long-standing correlation with academic performance, deep connections to identity, and relationship to race and racialization. Drawing on lessons gleaned from ethnographic research, which has demonstrated the importance of social-class analyses, this essay calls for a greater emphasis on and recognition of class in CRSE methods and application. As one of the most prominent and useful sets of pedagogical strategies used in education today, CRSE stands to benefit from a wider inclusion of social class, an addition that would have important ramifications for practitioners and scholars seeking to effectively educate historically marginalized populations. A deeper understanding of the significance of class could also help educators and scholars avoid perpetuating pernicious cultural stereotypes, such as the model minority myth and the culture of poverty. However, a class-conscious addition to CRSE must also maintain its anti-deficit perspective to avoid essentialist views about working-class youth.

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Section: Discussionmentioning

confidence: 99%

Toward a Class-Conscious Approach to Cultural Responsiveness

Leo

2023

Educational Researcher

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“…Wortham and Rhodes (2015) similarly conceptualized textual trajectories as a bridge between micro and macro levels, advocating a new unit of analysis in the study of narratives: "chains of linked events, which together form a trajectory across which important functions of narrative are accomplished" (p. 160). Such analysis is predicated upon the understanding that social identities and positioning do not take place as discrete events in disconnected contexts but are formed and enacted in ongoing interaction across events and contexts (Bucholtz & Hall, 2005;Wortham, 2006). Thus, teacher reflection in a collective PD setting may be viewed as merely one event (i.e., a participant's verbal reflection) in a linked chain, which extends through all the events and social contexts related to the broader collective setting (such as the same participant's statements or actions in earlier workshop meetings).…”

Section: Textual Trajectoriesmentioning

confidence: 99%

Rethinking Collective Reflection in Teacher Professional Development

Segal

2023

Journal of Teacher Education

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Collective reflection, which has become a de rigueur activity in teacher training and professional development, is predicated upon Schön’s theory of reflective practice. This concept, according to which people learn to be reflective-in-action through reflection on practice, relates primarily to individual and one-on-one mentorship processes. The shift from individual to collective processes has gone largely unstudied and unproblematized. This study of collective teacher reflection in a professional development workshop calls prevailing assumptions into question by bringing an alternative lens, textual trajectories, to bear on this ubiquitous activity to better account for oft-ignored issues of context and identity. Using linguistic ethnographic methods, it traces textual trajectories of key ideas indexed in a collective reflection event. Key findings include the nonlinearity of the reflective process and the centrality of identity-work in collective teacher reflection. This study thus reveals functions of this ritual that belie its ostensible purposes and suggest a rethinking of this practice.

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“…Students' attitudes towards inquiry-based learning can be better understood by examining two propositions: 1) social realities are co-constructed, and 2) they are rooted in classroom practices and broader social structures (Langer-Osuna, 2011;Wortham, 2006).…”

Section: Learning Through Building Contextual Understandingmentioning

confidence: 99%

Comparing Boys’ and Girls’ Attitudes Toward Computer Science

Scott¹,

Zou²,

Jacob³

et al. 2023

JCSI

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Women are severely underrepresented in computer science (CS) degrees and careers. While student interest is a key predictor of success, little is known about how elementary students from underserved groups, such as girls, develop their interest in CS. To address this issue, we examined the differences in attitudes between upper elementary girls and boys towards CS after participating in a yearlong, inquiry-based CS curriculum designed for diverse learners. Pre-and-post surveys on students’ attitudes towards CS (n = 108) were delivered before and after student participation in the curriculum. Results from the survey showed only two demonstrated significant differences between boys and girls, favoring girls talking more with friends and family about CS and boys believing that computer scientists make a difference in the world. Even for these two items, the differences were of marginal significance and that significance would not survive correction for multiple comparisons. Follow-up, semi-structured interviews with 18 students painted a different picture. Girls displayed decreased interest in CS compared to boys with regard to self-efficacy and overall identification with the discipline. These differences highlight the importance of early intervention programs in leveraging the strengths and interests of participating girls. Based on our findings, we provide recommendations for CS educators and curriculum designers on better engaging girls in the discipline.

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Review of Wortham (2005): Learning Identity: The Joint Emergence of Social Identification and Academic Learning

Cited by 8 publications

References 0 publications

Toward a Class-Conscious Approach to Cultural Responsiveness

Toward a Class-Conscious Approach to Cultural Responsiveness

Rethinking Collective Reflection in Teacher Professional Development

Comparing Boys’ and Girls’ Attitudes Toward Computer Science

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Review of Wortham (2005): Learning Identity: The Joint Emergence of Social Identification and Academic Learning

Cited by 8 publications

References 0 publications

Toward a Class-Conscious Approach to Cultural Responsiveness

Toward a Class-Conscious Approach to Cultural Responsiveness

Rethinking Collective Reflection in Teacher Professional Development

Comparing Boys&rsquo; and Girls&rsquo; Attitudes Toward Computer Science

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Product

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Comparing Boys’ and Girls’ Attitudes Toward Computer Science