Becoming a Hurdler: How Learning Settings Afford Identities
Becoming a Hurdler: How Learning Settings Afford Identities
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成为一名跨栏运动员：学习环境如何提供身份
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Jamal A. Cooks
中科院分区：
文献类型：
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作者：
N. Nasir;Jamal A. Cooks
在这篇文章中，我们提出了一个模型来思考学习环境如何为参与者的实践相关身份的发展提供资源，从一项关于非洲裔美国人高中田径队的研究中获得数据。在学习环境中提供身份意味着什么？在这篇文章中，我们借鉴了人类学，心理学，社会学和社会文化理论的当前理论，以开发一个概念框架，可能有助于解决这些问题。我们专注于个人如何提供（以及他们如何采取）在文化活动中的身份。我们定义了三种类型的身份资源，可供学生运动员学习跑步跟踪，并探讨他们如何在教学和学习互动中形成跟踪。
In this article, we present a model for thinking about how learning settings provide resources for the development of the practice-linked identities of participants, drawing on data from a study on an African American high school track and field team. What does it mean to make an identity available in the context of a learning setting? In this article, we draw on current theories in anthropology, psychology, sociology, and sociocultural theory to develop a conceptual frame that might be helpful in addressing these questions. We focus on how individuals are offered (and how they take up) identities in cultural activities. We define three types of identity resources that were made available to student-athletes learning to run track and explore how they took shape in teaching and learning interactions in track. [identity, learning, African American students, culture]