Positional Identities in Educational Transitions: Connecting Contemporary and Future Trajectories among Multiethnic Girls

Autor/inn/en	Roth, Solveig; Erstad, Ola
Titel	Positional Identities in Educational Transitions: Connecting Contemporary and Future Trajectories among Multiethnic Girls
Quelle	In: Ethnography and Education, 11 (2016) 1, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2015.1040044
Schlagwörter	Females; Immigrants; Ethnography; Self Concept; Suburbs; Case Studies; Foreign Countries; Secondary School Students; Equal Education; Interviews; Student Attitudes; Participant Observation; Futures (of Society); Academic Aspiration; Power Structure; Educational Experience; Developmental Tasks; Student Adjustment; Norway (Oslo) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Immigrant; Immigrantin; Immigranten; Ethnografie; Selbstkonzept; Einzugsbereich; Case study; Fallstudie; Case Study; Ausland; Sekundarschüler; Interviewing; Interviewtechnik; Schülerverhalten; Teilnehmende Beobachtung; Future; Society; Zukunft; Bildungserfahrung; Entwicklungsaufgabe; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation
Abstract	The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today's emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of "positional identities" and "figured worlds". The ethnographic data were collected over a two-year period as part of a large-scale ethnographic study in a suburban area of Oslo with a large percentage of families with immigrant backgrounds. We focus on two girls (aged 15) who represent different educational trajectories and positional identities. Their case histories illustrate how positional identities in educational transitions are a complex web of formal and informal influences beyond school. The students experience different trajectories and changes in positional identities as learners when entering upper secondary school, which have implications for their future orientations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01