From Good Student to Outcast: The Emergence of a Classroom Identity
From Good Student to Outcast: The Emergence of a Classroom Identity
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从好学生到被遗弃者：课堂身份的出现
DOI：
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发表时间：
2004
期刊：
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通讯作者：
S. Wortham
中科院分区：
文献类型：
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作者：
S. Wortham
社会认同的过程从几个层次的解释中汲取异质资源。本文通过描述一个学生在一个九年级教室里的一个学年的身份发展来说明如何。对转录的课堂对话的分析显示，教师和学生利用多种资源，因为这个学生从被认定为许多好学生之一，被认定为一个破坏性的弃儿。这个案例为简单的身份发展理论提供了一个反例，这些理论没有认识到社会认同中涉及的多种异质资源。
The process of social identification draws on heterogeneous resources from several levels of explanation. This article illustrates how, by describing the identity development of one student across an academic year in a ninth-grade classroom. Analyses of transcribed classroom conversations show teachers and students drawing on multiple resources as this student goes from being identified as one of many good students to being identified as a disruptive outcast. This case provides a counterexample to simple theories of identity development that do not recognize the multiple, heterogeneous resources involved in social identification.