TY - JOUR
T1 - From “Carrier” to “Creator”
T2 - The re-construction of national identity in more inclusive terms
AU - Cohen, Etan
AU - Hod, Yotam
AU - Ben-Zvi, Dani
N1 - Publisher Copyright: © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
PY - 2023/1/1
Y1 - 2023/1/1
N2 - Background: The sociocultural turn redefined learning in terms of shifting identities. In recent years, learning scientists have explored the connections between learning and various types of identities, including disciplinary identity, gender, race, and more. In this article we focus on national identity, to understand how it is constructed and how it might be made more inclusive through learning. Methods: Drawing on sociolinguistics and discourse analysis methods, we present a telling case study aimed at elucidating previously obscure theoretical relations by providing a rich and detailed account of a single student whose national identity shifted over the course of a school year. Findings: Our analysis shows how Joshua, a 9th grade secular Jewish-Israeli student, constructed his national identity. Joshua’s identity developed across three stages, which were marked by a shift from an essentialist disposition to a constructionist one and by an increasing sense of belonging. Contribution: We highlight a connection between learners’ views on the continuum between essentialism and constructionism and their degree of belongingness. Our findings suggest that a constructionist approach to identity can translate into a greater sense of belonging and help ameliorate some cases of social marginalization.
AB - Background: The sociocultural turn redefined learning in terms of shifting identities. In recent years, learning scientists have explored the connections between learning and various types of identities, including disciplinary identity, gender, race, and more. In this article we focus on national identity, to understand how it is constructed and how it might be made more inclusive through learning. Methods: Drawing on sociolinguistics and discourse analysis methods, we present a telling case study aimed at elucidating previously obscure theoretical relations by providing a rich and detailed account of a single student whose national identity shifted over the course of a school year. Findings: Our analysis shows how Joshua, a 9th grade secular Jewish-Israeli student, constructed his national identity. Joshua’s identity developed across three stages, which were marked by a shift from an essentialist disposition to a constructionist one and by an increasing sense of belonging. Contribution: We highlight a connection between learners’ views on the continuum between essentialism and constructionism and their degree of belongingness. Our findings suggest that a constructionist approach to identity can translate into a greater sense of belonging and help ameliorate some cases of social marginalization.
UR - http://www.scopus.com/inward/record.url?scp=85158846496&partnerID=8YFLogxK
U2 - https://doi.org/10.1080/10508406.2023.2185147
DO - https://doi.org/10.1080/10508406.2023.2185147
M3 - Article
SN - 1050-8406
VL - 32
SP - 427
EP - 454
JO - Journal of the Learning Sciences
JF - Journal of the Learning Sciences
IS - 3
ER -