science learning and identity

[...]... by the person speaking it and therefore would not constitute a language at all In the following, we articulate a general framework for approaching identity and human experience This will allow us to better understand the relationship between identity, activity, and auto/biography, on the one hand, and provides a context for the different studies in this book, on the other hand We begin with a phenomenological... a philosophy that takes into account anthropogenesis, the coming into being and the emergence of everything that makes human nature possible, including the distinction between self and other, thinking, (cultural) learning, memory, and so forth AGENCY AND PASSIVITY AS SOURCES OF AND FOR IDENTITY Most scholarship not only in science education but in many other disciplines as well focuses on agency at... sciences, including science education Thus, for example, Nancy Brickhouse and Pamela Lottero (chapter 14) show how, through their forms of discourse, boys and girls position themselves in and during discussions of books in their book-club meetings Maria Varelas and her colleagues, too, feature reading sessions, this time 4 APORIAS OF IDENTITY IN SCIENCE in class, where students produce and reproduce particular... about the nature of science, epistemology, learning, and religion The interviewer and his interviewees were inherently responsible to one another for 8 APORIAS OF IDENTITY IN SCIENCE producing each meeting and intelligible conversation, and in doing so, drew on culturally and historically available resources As a result, both interview situation and interview text are concrete realizations of general... curve-breakers, brownnosers) The attribution may derive both from self-attribution and other-attribution Although identity production involves discourse in all three cases, the third account differs from the two preceding ones Whereas identity is produced and reproduced in and through talking about science in children’s books and the physics of baseball in the former two instances—even without talking about... about who some third person is, her identity, we presuppose that our interlocutor already understands the particular type of identity that our descriptions is to evoke That is, biographical and identity narratives presuppose that the specific individual whose (auto-) biography is being articulated in the interview is a particular type of person Biographical accounts and identity accounts are concrete realizations... is a difficult question and she was brought up not to think about it Because she said, she was told that she was just a girl and girls don’t answer such questions And she is a very pacifist person, and she doesn’t like that, the conflict Neither do I, she doesn’t like conflict and that’s why she doesn’t fight all that much And therefore she– I mean she thinks about it now, and she combines the two... produced and maintained through memory and narrative, both of which have, in the same way as the general framework, the human communal experience (i.e., the with) as their fundamental condition of being CONDITIONS OF/FOR IDENTITY AND THE APORIAS OF BEING Etymologically, the term identity derives from the Latin term idem, the same Identity, therefore, means identical with itself, across time and space... narrative produced culturally possible forms of doing interviews and telling identities Now the singular nature of the event and identity also means that they have not existed before, which means that they are not reproduced but newly produced forms of interview and identity Yet the very fact that they recognizably do an interview and construct an identity tells us that they reproduce a cultural form REFERENCES... they are, how they understand themselves, and how they are understood by others Identity definitely is not a stable given that individuals take in and out of situations; rather, identity can be regarded as one of the outcomes of a person’s participation in ongoing activity In this first part of the book, both Kenneth Tobin and Stacy Olitsky write about the development of identity from the same urban . Olitsky 41 3 Learning and Becoming across Time and Space: A Look at Learning Trajectories within and across Two Inner-city Youth Community Science Programs Jrène Rahm 63 4 Urban Science Education. CONSTRUCTIONS OF IDENTITY 257 Introduction 259 12 A Beautiful Life: An Identity in Science Yew-Jin Lee 261 13 When Clarity and Style Meet Substance: Language, Identity, and the Appropriation of Science. the past decade has shown that identity is increasingly becom- ing one of the core issues in the study of knowing and learning generally and knowing and learning in science specifically. Although