Kay's coat of many colors: Out-ofschool figured worlds and urban girls' engagement with science
Kay's coat of many colors: Out-ofschool figured worlds and urban girls' engagement with science
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凯的多彩外套：校外的想象世界和城市女孩对科学的参与
DOI：
10.1007/978-94-6209-043-9
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
C. Brecklin
中科院分区：
文献类型：
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作者：
J. Guerra;Angela Calabrese Barton;Edna Tan;Hosun Kang;C. Brecklin
本书的章节提供了一系列关于身份及其与参与科学教育的关系的观点。在所提出的研究中，身份被强调为学习者、教师、学生、儿童和成人采取的各种方式，并被定位为不同的存在方式，这些方式对成就、情感健康、职业道路和群体中的地位产生了影响。在阅读这些章节时，我从社会文化的角度出发。在这些研究中，我认为身份是随着时间的推移作为一个群体附属的成员而构建的，并建立了定义集体成员的谈话、行为和存在方式（Gee, 2001; Kelly & Green, 1998）。在这样的社会群体中，个人采取行动来定位自己，并为自己和他人定义他们如何被解释为群体中的成员。所提供的例子中的参与者具有多种从属关系，具有相关的存在方式，这可能与所讨论的科学教育环境中当地社会群体的存在方式形成对比，从而导致误解或冲突（Kelly & Green, 1998）。身份工作包括群体成员如何选择参与，但也包括他们如何被他人的行为所定位，这对潜在的身份发展施加了限制。因此，在每种情况下，对身份的分析不仅需要检查即时话语事件中的行为，还需要检查这些行为如何成为互动序列的一部分，以及这些序列如何成为可能，还需要检查与社会群体相关的言语类型（Kelly, 2008）。从社会文化的角度来看，学习成为一名成员需要通过建立话语库和在相关群体中被视为有意义的存在方式来参与社会群体。从这个角度来看，身份可以被视为关系和社会，与人们如何被他人定位，以及他们如何获得身份，建立代理和建立参与的技能有关。参与者的范围，教育设置，以及本书章节的分析焦点提供了一个机会来考虑一些与身份有关的问题。在作者的理论视角中，身份的概念是什么？对身份的关注如何使相关的教育问题变得可见？在不同社会群体内部和不同社会群体之间，关于身份认同的利害关系是什么？然后，我在这些案例中提出了一些问题，以努力推进关于身份、话语和从属关系的领域。这些
The chapters in this book offer a range of points of view concerning identity and its relationship to participation in science education. In the studies presented, identity is foregrounded to show various ways in which learners, teachers, students, children, and adults take on, and are positioned with, different ways of being with consequences for achievement, emotional well-being, career paths, and status within groups. I take a sociocultural point of view when reading these chapters. Across the studies, I view identity as constructed as members of a group affiliate over time and build ways of talking, acting, and being that define collective membership (Gee, 2001; Kelly & Green, 1998). Within such social groups, individuals take actions to position themselves and define for themselves and others how they can be, and are, interpreted as members in the group. The participants in the examples provided have multiple affiliations, with associated ways of being, which may contrast with the ways of being in the local social group in the science education setting in question, leading to misunderstanding or conflict (Kelly & Green, 1998). Identity work includes how members of groups choose to participate, but also how they are positioned by actions of others, which impose constraints on potential identity development. Thus, in each case, an analysis of identity needs to examine not only the actions in the moment-to-moment discursive events, but also how such actions are part of interactional sequences, and how such sequences are made possible, but also constrained by the speech genres relevant to the social group (Kelly, 2008). From a sociocultural point of view, learning to be a member entails participating in social groups by building repertoires of discourse and ways of being that are viewed as making sense within the relevant group. From this perspective, identity can be seen as relational and social, tied to how people are positioned by others, and also how they take up identities, establish agency, and build repertoires of participation.The range of participants, educational settings, and analytic foci of the chapters in this book provide an opportunity to consider a number of questions pertaining to identity. What are the conceptions of identity inscribed in the theoretical perspective of the authors? How does the focus on identity make visible relevant educational issues? What is at stake regarding identity within and across the various social groups? I then pose some questions across the cases in an effort to advance the field regarding issues of identity, discourse, and affiliation. These