Vygotsky and identity formation: A sociocultural approach

Penuel, William R.; Wertsch, James V.

doi:10.1207/s15326985ep3002_5

Cited by 307 publications

(213 citation statements)

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“…Cox & Lyddon 1997), we think a model couched in narrative terms (cf. Penuel & Wertsch 1995) is the most promising (or anyway, the one that we feel most comfortable with at this moment). On this view, identity is the way we explain, in the form of a life story (autobiography), the choices we make in our commitments, and their consistency, to others and to ourselves.…”

Section: Identitymentioning

confidence: 98%

Denominational School Identity and the Formation of Personal Identity

Wardekker¹,

Miedema²

2001

Religious Education

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Section: Identitymentioning

confidence: 98%

Denominational School Identity and the Formation of Personal Identity

Wardekker¹,

Miedema²

2001

Religious Education

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“…In this work, we consider a sociocultural perspective of identity and we use a lens of identity that stresses the importance of considering one's environment and its impact on identity development [8]. Our framework for identity employs constructs from Hazari et al's physics identity framework [4] and Nasir's racialized identity resources framework [3] in order to consider the impacts of structural resources that can impact one's physics identity.…”

Section: Intersectionality and Physics Identitymentioning

confidence: 99%

Applying a Racialized Physics Identity Framework for Black Women From Different Nationalities

Hyater-Adams¹,

Williams²,

Fracchiolla³

et al. 2018

2017 Physics Education Research Conference Proceedings

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In order to take steps toward making the physics field more equitable and inclusive for Black students, we focus our efforts in the study of the intersections of physics and racial identity. Through understanding common patterns of experience, we can begin to identify how Black physicists negotiate their physics identities in conjunction with their racial and ethnic backgrounds, and how they are impacted by structural and systemic factors. In ongoing work, we have develop an operationalized framework and methodology to examine the intersections of racialized identity and physics identity. Because Black physicists are not a monolithic group and can have very differentiated experiences depending on other identities, we conduct a case study to examine two physicists who are Black women from different countries, the U.S. and Kenya. Through the analysis of their interviews, we identify similarities and differences in the ways that each woman experiences physics, as well as how they view and frame these experiences in relation to their other identities. We outline common barriers that these women face and the different mechanisms they use for addressing them, and discuss the varied role of race in physics identity for each of them.

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“…Many consider the work of Lev Vygotsky (1978;1979) as the main pillar of sociocultural psychology (Penuel & Wertsch, 1995). One of the most remarkable tenets of Vygotsky's writings is that they challenged the assumption that development is a process that primarily takes place within an individual.…”

Section: Sociocultural Perspective On Learningmentioning

confidence: 99%