This paper highlights some connections between cultural psychology, educational psychology, and identity psychology. This aim is pursued through the constructivist view of conceptualized learning as building knowledge. It is contended that identities should explicitly be considered as part of this process. Useful approaches to explore the relationship between learning and identity are the Dialogical Self Theory (DST) and the Communities of Learning model (CoL), both of which demonstrate a shared interest in dialogue and constructivism. DST defines the self as being composed of a set of I-positions, which are constantly in dialogue and in movement. The CoL model conceptualizes the classroom as a set of cultural contexts where dialogues permit the analysis of context and also shape it. Empirical examples of how relevant concepts related to learning, such as motivation and sense-making, can be viewed as innovation of the self are discussed.

Dialogical relationship between identity and learning

LIGORIO, Maria Beatrice
2010

Abstract

This paper highlights some connections between cultural psychology, educational psychology, and identity psychology. This aim is pursued through the constructivist view of conceptualized learning as building knowledge. It is contended that identities should explicitly be considered as part of this process. Useful approaches to explore the relationship between learning and identity are the Dialogical Self Theory (DST) and the Communities of Learning model (CoL), both of which demonstrate a shared interest in dialogue and constructivism. DST defines the self as being composed of a set of I-positions, which are constantly in dialogue and in movement. The CoL model conceptualizes the classroom as a set of cultural contexts where dialogues permit the analysis of context and also shape it. Empirical examples of how relevant concepts related to learning, such as motivation and sense-making, can be viewed as innovation of the self are discussed.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11586/14260
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