TY - BOOK ID - 18357642 TI - Learning identity : the joint emergence of social identification and academic learning PY - 2006 SN - 9780521845885 0521845882 9780521608336 0521608333 9780511810015 1107152208 1280515929 0511810016 0511191383 0511167636 0511311664 0511135076 0511137249 9780511137242 9780511191381 9780511167638 9780511311666 9780511135071 9781280515927 9786610515929 6610515921 9781107152205 PB - Cambridge ; New York, NY : Cambridge University Press, DB - UniCat KW - Educational sociology. KW - Identity (Psychology). KW - Social psychology. KW - Pedagogiek en onderwijskunde KW - didactiek naar onderwijsniveau en leerlingkenmerken. KW - Identity (Psychology) KW - Personal identity KW - Personality KW - Self KW - Ego (Psychology) KW - Individuality KW - Mass psychology KW - Psychology, Social KW - Human ecology KW - Psychology KW - Social groups KW - Sociology KW - Education and sociology KW - Social problems in education KW - Society and education KW - Sociology, Educational KW - Education KW - Aims and objectives KW - Health Sciences KW - Psychiatry & Psychology UR - https://www.unicat.be/uniCat?func=search&query=sysid:18357642 AB - This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year. The book also traces two major themes from the curriculum, showing how students came to make increasingly sophisticated arguments about them. The book's distinctive contribution is to show in detail how social identification and academic learning became deeply interdependent. The two students developed unexpected identities in substantial part because curricular themes provided categories that teachers and students used to identify them. And students learned about those curricular themes in part because the two students were socially identified in ways that illuminated those themes. ER -