Contradiction and conflict between 'leading identities': becoming an engineer versus becoming a 'good muslim' woman
Contradiction and conflict between 'leading identities': becoming an engineer versus becoming a 'good muslim' woman
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“主要身份”之间的矛盾和冲突：成为一名工程师与成为一名“好穆斯林”女性
DOI：
10.1007/s10649-013-9481-7
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发表时间：
2013
影响因子：
3.2
通讯作者：
Black L
中科院分区：
文献类型：
--
作者：
Black L
本文建立在以前的工作（布莱克等人，Educational Studies in Mathematics 73（1）：55-72，2010），它发展了领导身份的概念（来源于Leont'ev的“领导活动”概念），我们认为，它定义了学生在青春期后期学习的动机。我们提出了两个案例研究的学生在义务教育后（玛丽和李），并强调了如何领导身份的概念可能与理解数学教育的动机，特别是“交换价值”或“使用价值”的数学这些学生。(Lee数学在成为一名大学生方面的潜在交换价值是玛丽的身份的中介，而玛丽的身份则更多地是由数学对她作为一名工程师的主要身份的感知使用价值所介导的。）在本文中，我们跟进玛丽的故事，因为她进展到大学，我们看到她现在是如何“领导”的矛盾的动机和身份：玛丽的愿望和决定，现在似乎是尽可能多地与她作为一个穆斯林妇女的身份，她作为一个工程师的身份。因此，我们认为，不止一个身份/活动可能被认为是“领先”在这个时间点上，例如，工作与母亲/养育，例如，这引起了冲突和紧张局势。最后，我们对领导身份进行了更反思性的描述，它认识到青少年不断发展的自我意识--这是一个持续的组织过程，因为他们在管理教育、工作、家庭、社区和其他生活时经历了矛盾。
This paper builds on previous work (Black et al., Educational Studies in Mathematics 73(1):55-72, 2010) which developed the notion of aleading identity(derived from Leont’ev’s concept of ‘leading activity’) which, we argued, defined students’ motive for studying during late adolescence. We presented two case studies of students in post-compulsory education (Mary and Lee) and highlighted how the concept of a leading identity might be relevant to understanding motivation in mathematics education and particularly the ‘exchange value’ or ‘use value’ of mathematics for these students. (Lee’s identity was mediated by mathematics’ potential exchange value in becoming a university student, and Mary’s more by its perceived use value to her leading identity as an engineer.) In this paper, we follow up Mary’s story as she progresses to university, and we see how she is now ‘led’ by contradictory motives and identities: Mary’s aspirations and decisions seem to be now as much related to her identity as a Muslim woman as to her identity as an engineer. Therefore, we argue that more than one identity/activity may be considered as ‘leading’ at this point in time—e.g. work versus motherhood/parenting, for instance—and this raises conflicts and tensions. We conclude with a more reflexive account of leading identity which recognises the adolescent’s developing awareness of self—an ongoing process of organisation as they experience contradictions in managing their education, work, domestic, community and other lives.