Learner Identity Amid Figured Worlds: Constructing (In)competence at an Urban High School

Autor/in	Rubin, Beth C.
Titel	Learner Identity Amid Figured Worlds: Constructing (In)competence at an Urban High School
Quelle	In: Urban Review: Issues and Ideas in Public Education, 39 (2007) 2, S.217-249 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-007-0044-z
Schlagwörter	High Schools; Educational Research; Low Income; Urban Education; Racial Identification; Student Subcultures; School Culture; Low Income Groups; African American Students; High Risk Students; Concept Formation; Public Education; Critical Theory + Suchen Sie Ihr Suchwort? High school; Oberschule; Bildungsforschung; Pädagogische Forschung; Niedriglohn; Stadtteilbezogenes Lernen; Schulkultur; Schulleben; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Problemschüler; Concept learning; Begriffsbildung; Öffentliche Erziehung; Kritische Theorie
Abstract	This article explores the figured world of learning at urban Oakcity High School, describing the learner identities that were available to students amid the practices, categories, discourses and interactions of this world. My aims are 2-fold and interconnected: (1) to reframe a taken-for-granted phenomenon--that students tend to do poorly at urban high schools serving low income students of color, and (2) to apply a situated perspective and the concepts of figured worlds and positional identities to the study of learning and identity at an urban high school, expanding the use of these concepts in educational research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10