Performative Identity as a Resource for Classroom Participation: Scientific Shane vs. Jimmy Neutron

Autor/inn/en	Anderson, Kate T.; Zuiker, Steven J.
Titel	Performative Identity as a Resource for Classroom Participation: Scientific Shane vs. Jimmy Neutron
Quelle	In: Journal of Language, Identity, and Education, 9 (2010) 5, S.291-309 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
Schlagwörter	High School Students; Biology; Science Instruction; Student Participation; Self Concept; Classroom Communication; Interaction Process Analysis; Group Dynamics; Science Achievement; Thinking Skills; Sociocultural Patterns + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Selbstkonzept; Klassengespräch; Prozessanalyse; Gruppendynamik; Denkfähigkeit; Soziokulturelle Theorie
Abstract	This study introduces performative identity as a lens for understanding student participation in discursive classroom routines and potentials for fostering student agency and enhanced learning. We argue that student negotiation of performative identities can facilitate productive transformations of individual and group trajectories. This study illustrates the transitions that one student group makes as they engage a conventional classroom reflection activity across four weeks. The group leverages this recurring activity to enact a range of positions relative to each other and the normative discourses invoked by the activity. Using interactional evidence, we demonstrate how performative identities lead to the group engaging routine activities in authoritative and agentive ways. We further argue that examining group participation in light of performative identity productively frames opportunities to learn relative to institutional genres of schooling and what counts as knowledge. (Contains 2 tables and 8 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10