Re/Making Identities in the Praxis of Urban Schooling: A Cultural Historical Perspective

Autor/inn/en	Roth, Wolff-Michael; Tobin, Kenneth; Elmesky, Rowhea; Carambo, Cristobal; McKnight, Ya-Meer; Beers, Jennifer
Titel	Re/Making Identities in the Praxis of Urban Schooling: A Cultural Historical Perspective
Quelle	In: Mind, Culture, and Activity, 11 (2004) 1, S.48-69 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
Schlagwörter	Stellungnahme; Praxis; Urban Schools; High School Students; Secondary School Teachers; Science Teachers; Self Concept; Identification; Case Studies; Theories; Pennsylvania + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Selbstkonzept; Identifikation; Identifizierung; Case study; Fallstudie; Case Study; Theory; Theorie
Abstract	In cultural historical activity theory, the entities that make a system are not conceived as independent but as aspects of mediated relations. Consequently, an individual, a tool, or a community cannot be theorized in an independent manner but must be understood in terms of the historically changing, mediated relations in which they are integral and constitutive parts. Drawing on a case study that focuses on the identities of two of the authors, we show how, by participating in the activity system of schooling, the identities of students and teachers are continuously made and remade. A teacher changes from being "someone unable to control the class" to being a respected and successful school staff member; a student changes from being a street fighter to being an A student. Identity, we argue, should therefore not be thought of as a stable characteristic of individuals but as a contingent achievement of situated activity. Our case study suggests that cogenerative dialogues involving students and their teachers provide contexts for the reflexive elaboration of mutual understanding of the identities of individuals who occupy different social locations in the activity system. (Contains 1 figure and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10