Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools
Content Learning and Identity Construction: A Framework to Strengthen African American Students’ Mathematics and Science Learning in Urban Elementary Schools
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内容学习和身份构建：加强城市小学非裔美国学生数学和科学学习的框架
作者：
Maria Varelas;D. Martin;Justine M. Kane
我们提出了一个理论框架，将学习视为涉及内容学习的过程（CL）和身份构建（IC）。他们如何被别人定位。文化实践，身份变化和知识涉及地位和CL的变化。关于社区和CL，它以纪律概念，过程，工具，语言，话语和规范的发展为中心。数学和科学课堂，我们声称三个相交的身份特别重要：学科身份（作为学科的行为，即数学和科学），种族认同（对黑人的意义）和学术身份（如是对黑人的意义），以及参与者从事学术任务和课堂实践）。在他们的学校教室中，我们将自己视为科学和数学的做法。
We present a theoretical framework that views learning as a process involving content learning (CL) and identity construction (IC). We view identities as lenses through which people make sense of, and position themselves, through stories and actions, and as lenses for understanding how they are positioned by others. As people become more (or less) central members of a disciplinary community (e.g., a science or mathematics classroom) and engage (or not) in various cultural practices, changes in identity and knowledge accompany changes in position and status. IC and CL share an important characteristic: they both involve meaning making. For IC, it is the development of reasoned, coordinated, coherent, and meaningful ways of seeing one’s self in relation to communities, and for CL, it centers on the development of disciplinary concepts, processes, tools, language, discourse, and norms within practices. Focusing on Black students in mathematics and science classrooms, we claim that three intersecting identities are particularly important: disciplinary identity (as doers of the discipline, i.e., mathematics and science), racial identity (emerging understandings of what it means to be Black), and academic identity (as participants in academic tasks and classroom practices). In this paper, we elaborate on the CLIC framework as a useful tool for understanding how Black students negotiate participation in, and come to see themselves as doers of science and mathematics in their school classrooms. We synthesize empirical findings from our research with younger and older students, as well as with parents and community members, to illustrate dimensions of this framework.
影响因子：
7.6
作者：
Oyserman, Daphna;Bybee, Deborah;Terry, Kathy
通讯作者：
Terry, Kathy