Learning as Identity Work
Learning As An Identity Process
I believe that learning to teach is an identity process. Viewing learning in this way requires a more complicated understanding of the development of readers, writers, and teachers. Students are required to understand the behaviors and discourses associated with membership into a particular community (e.g., school). To this end, teacher support and guidance of that membership is key in order to situate students as teachers or readers and writers. Such theories are similar to concepts of sociocultural theory that are grounded in the belief that people learn through an acquisition of knowledge (rather than transmission) and through interactions within social, cultural, and historical contexts (Bruner, 1990; Gee, 1996; Wertsch, 1991). To me, understanding something new, then, is not just a local act of learning, but is a process of identity construction. With that said, my work focuses on the identity work of youth, teachers, and teacher researchers.
I believe that learning to teach is an identity process. Viewing learning in this way requires a more complicated understanding of the development of readers, writers, and teachers. Students are required to understand the behaviors and discourses associated with membership into a particular community (e.g., school). To this end, teacher support and guidance of that membership is key in order to situate students as teachers or readers and writers. Such theories are similar to concepts of sociocultural theory that are grounded in the belief that people learn through an acquisition of knowledge (rather than transmission) and through interactions within social, cultural, and historical contexts (Bruner, 1990; Gee, 1996; Wertsch, 1991). To me, understanding something new, then, is not just a local act of learning, but is a process of identity construction. With that said, my work focuses on the identity work of youth, teachers, and teacher researchers.
Upcoming Work
In the community
Gate City Writes Young Writers' CampCampers create 21st century texts using digital tools such as storyboarding, blogging, and movie-making during this two-week camp experience. In daily writing workshops, students work with UNCG faculty, graduate students, NC teachers, and local authors. The camp introduces young writers (K-2) to the writing process, unlocks strategies of professional writers, and supports development of variety of writing styles. All work is be published on our website. Camp registration for July 9-20 2018 has opened. This year we have three advanced workshops (podcasting, fiction, and spoken word) in the afternoon from 1-4. We are also opening our general session to include K-2nd graders. Finally, we are offering a community voices workshop (FREE) to immigrant and refugee teens and adults who would like to learn how to create digital stories. |
Triad Teacher ResearchersThe Triad Teacher Researchers is a network of teachers dedicated to thoughtful teaching and learning.
We began as a group of four teachers who were looking for a supportive network of teacher researchers in the Triad area with the goal of impacting teacher and student learning through research. Our hope is to increase dialogue in central North Carolina about teacher research, create a community of supportive, passionate teachers, and to contribute to the professional body of knowledge about teaching and learning. Our conference in 2018 is on April 26 from 5:30-8:30. Gate City WritesGate City Writes (GCW) facilitates opportunities for teachers to write and teach writing alongside K-12 students in the form of professional development. In addition, GCW supports young writers (grades K-12) as they draft and publish a text using digital media during a summer camp. The goal of this group is to connect research in writing education to classroom practice by engaging K-12 educators and students with university faculty in a collaborative writing community. This year, we will meet from July 16-19, 2018 from 9-4PM. This is a FREE workshop.
|