Killing Curiosity? An Analysis of Celebrated Identity Performances among Teachers and Students in Nine London Secondary Science Classrooms

Autor/inn/en	Archer, Louise; Dawson, Emily; DeWitt, Jennifer; Godec, Spela; King, Heather; Mau, Ada; Nomikou, Effrosyni; Seakins, Amy
Titel	Killing Curiosity? An Analysis of Celebrated Identity Performances among Teachers and Students in Nine London Secondary Science Classrooms
Quelle	In: Science Education, 101 (2017) 5, S.741-764 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archer, Louise) ORCID (Dawson, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21291
Schlagwörter	Personality Traits; Secondary School Students; Secondary School Teachers; Secondary School Science; Foreign Countries; Science Instruction; Observation; Science Teachers; Early Adolescents; United Kingdom (London) + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sekundarschüler; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	In this paper, we take the view that school classrooms are spaces that are constituted by complex power struggles (for voice, authenticity, and recognition), involving multiple layers of resistance and contestation between the "institution," teachers and students, which can have profound implications for students' science identity and participation. In particular, we ask what are the celebrated identity performances within science classes, how are these re/produced and/or contested, and by whom? Analyzing data from 9 months of observations of science classes with nine teachers and c. 200 students aged 11-15 from six London schools and 13 discussion groups with 59 students, we identify three dominant celebrated identity performances ("tick box" learning, behavioral compliance, and muscular intellect) and discuss the complex ways in which these are promulgated both institutionally and interpersonally by teachers and students, drawing out the implications for students' performances of science. The paper concludes with reflections on the equity implications for science education policy and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01