ISCAR, Rome, 2011 Theme: School in work, the role of apprenticeship, identity, mind and work Symposium dentity in education: the potentials and challenges of theoretical and analytical diversity

1. SYMPOSIUMIdentity in education: the potentials and challenges of theoretical and analytical diversity Theme: School in work, the role of apprenticeship, identity, mind and work ISCAR, Rome, 2011

2. Objective of symposium Generate thoughts and discussion about the field of research and theory concerned with identity development and education by presenting three papers that connect identity/(self) and education that present interesting ideas with a general common basis that reflect the diffusion and the problem of making research in the area connect, complement and build on each other that were published in a the special issue of Revista de Educación – Identity and Education

3. Structure of the presentations Research focus Basic definition of identity Theoretical framework Research question/-s Results Methodology Main conclusions Discussion

4. The Construction o Self in Educational Setting: A Cultural Psychological Aproacchs Manuel L. de la Mata & Andrés Santamaría University of Seville Laboratorio de Actividad Humana

6. Why this research question?

7. Previous research about the influence of formal schooling in cognitive processes

8. No studies about formal schooling, self and autobiographical memory

10. Agent (I) (G.H. Mead)

11. Reflection (Me) (Mead)

12. Characteristics of the Self

13. Action (acts of identification)

14. Distributed. Include the others (interpersonal and cultural plane).

15. Dialogical.

16. Storied (mediated by narrative)

18. The narrative form incorporates the structure of events and perspectives, goals, temporal context, causal structure (landscape of action, and motivations, mental states, etc. (landscape of consciousness) (Bruner, 1986).

19. Very close relationship Self-AM.

21. These models provide guidelines for the construction of the self (self-construal)

22. AM as story.

23. Social and self functions of AM.

25. Relationship between culture and self-construal: independent vs. interdependent self-construal (Markus & Kitayama, 1991).

26. Differences in self-construal related to differences in AM:

27. Age at the earliest memory.

28. Memory volume & Elaboration.

29. Emotionality.

30. Themes (e.g. agency vs. relation)

32. Mind as an entity that contents ideas and mental states (thoughts, memories, beliefs….).

33. Thinking an “epistemic” activity.

34. Autonomous individual, responsible of his/her mental states and actions.

37. Gender: 30 males and 30 females.

38. Schooling background:

39. 20 (literacy level)

40. 20 (basic level)

41. 20 (university level)

43. Memory content:

44. individual

45. social

46. Memory specificity:

47. specific

48. general

50. Other-self ratio

52. Results: Autobiographical memory Schooling experience: F =17.68; df=2; p =.000**, η2 =.424

53. Results: Autobiographical memory Schooling experience: χ2=9.448; df =2; p =.009 ** Schooling experience: χ2=6.652; df =2; p =.036 *

54. Results: Self Schooling experience & Self-Description: F =4.554; df =2; p =.015*

55. Results: Narrative Analysis

56. Results: Narrative Analysis Schooling Level: F = 7,975; df= 2; p = .001, η2 = .249

57. Results: Narrative Analysis Schooling Level: F = 7,333; df= 2; p = .002, η2 = .234

58. Results: Narrative Analysis Schooling Level: F = 3,583; df= 2; p = .035, η2 = .130

60. Differences in self-description related to schooling level: University participants showed a higher index of agency than the other participants.

62. Narrative analysis shows evidence of the relationship between schooling experience and the reference to mental states in autobiographical narratives

63. Need to deepen into the relationship between formal schooling, AM and self construal

67. Research focus Experience as an educator and researcher -> Identity and learning seem inextricably linked After school programs ZPD and scaffolding as useful analytic lenses for cognitive development Would a parallel framework work for identity, a “Zone of Proximal Identity Development” (“ZoPID”)

68. Basic definition of identity In general agreement with Gee. Inter-related strands: Nature-Identity Institution-Identity Discourse-Identity Affinity-Identity Dynamic, achieved in discourse and action Other-positioning and self-positioning

69. Theoretical framework Trajectories of Identification (Dreier, Wortham) Education organized as Apprenticeship Learning Practice Theory (Lave and Wenger) Sociocultural Approach (Wertsch) Zone of Proximal Identity Development (ZoPID) The distance between the actual identity developmental level as determined by an individuals' past positionings and the level of potential identity development as determined through mutual negotiation of positioning and stance during actions associated with an identity, under adult guidance or in collaboration with peers.

70. Research question/-s How does participation in this apprenticeship program … lead to appropriation of new cultural tools? lead to new trajectories of identification?

71. Methodology Case studies in science and engineering youth program (Saturday and Summer) Unit of analysis: Action Data Sources Observations (field notes, videorecordings) Narrative interviews

72. Results

73. Graphical ZoPID

74. Main conclusions Work in the ZPID dialogic phenomenon stretches across time and space as multiple individuals seize meaning and project significance on their participation in activities, and their expectations for future identification with those activities. Expected pathways of development within the apprenticeship learning environment from “newcomers” to “oldtimers” became culturally shared referents that helped to create zones for identity development, as did possible long-term career interests related to the work of the apprentices, such as in becoming a chemical engineer or a construction worker

75. Discussion As they work with young people, educators should consider the ZPID, because it affects learning opportunities in the moment, because it affects the trajectories possible for learners to pursue over longer stretches of time. Research which allows us to better understand activity in the ZoPID may better enable us to facilitate human development in all its myriad forms

76. The construction of learner identity through narrative activity Leili Falsafi & César Coll University of Barcelona Department of developmental and educational psychology Universitat de Barcelona

77. Research focus A theoretical model of learner identity construction: the constitutive elements and modes of construction The construction of learner identity through discursive (re-)construction of experiences of learning.

78. Basic definition of identity Identity: “… resources for constructing belonging, recognition of self and others, and context management (what I am, where, with whom and when).”(Bernstein & Solomon, 1999, p. 272) Learner identity: The individual’s sense of recognition as a learner based on the constantly re-constructed meanings about herself as a learner with a higher or lower level of disposition and capacity to learn in different kinds of contexts and situations.

80. Identity construction as deeply embedded in activity and social practice (e.g. Holland et al., 1998; Lemke, 1997; Roth, 2007; Wortham, 2006)

81. Recognition as essential to identity construction (e.g. Bernstein & Solomon, 1999; Gee, 2000; Taylor, 1994)

82. A socio-constructivist and dialogic view on learning and education - Theory of interactivity (Coll, 1988; Collet al. 1992)

83. Identity – a cultural and psychological mediating artifact

84. Timescale differentiation

86. The basis of the construction of the learner’s identities

87. Constructed using the subjective experience of the individual

88. Coherent and consistent with a sociocultural approach - the juncture of the social and the individual (as a learner)

90. Methodology Exploratory study with a qualitative, interpretative approach “Circular” process – “inquiry from the inside Unit of analysis: The spatially/temporally situated subjective experience of specific learning activities in formal and informal contexts groups or types of learning activities in formal and informal contexts Two rounds of semi-structured interviews with15 students of a master program selected by teachers Transana– analytical tool

91. Methodology –criteria experience an object oriented activity and something to be learned in it that the individual besides herself situates an “other” in the activity, that there is either a sense of recognition of oneself as a learner (intrapersonal level) or that the interaction contains explicit or implicit acts of recognition between two subjects (interpersonal level).

93. Positive and negative experiences of learning from formal and informal contexts

94. Significant aspects of a learning context that is motivating/demotivating, satisfying/frustrating, comfortable/uncomfortable

95. The valuation of one’s capacity to learn

96. The description of oneself as a learner

97. Future expectations of learning

99. short timescale single event experiences

100. long timescale habitual experiences

101. Subjective (learning) experiences can be repeatedly used in the (re-) construction – new meanings about one and the same experience

102. Identity interference in meaning construction

103. Narrative activity – (re-)constructive joint and dialogic activity; form inter to intra

104. The elements of the model – integral parts of the meanings and connectors

105. Separate systems of meanings for different types of learning

106. The (re-)construction of the “same” meanings vs. “new” meanings – the range and diversity

107. The “source” experience of the generalized meanings – single/habitual

108. The importance of significant others

110. Long timescale habitual event I. And what happened when your father stopped expecting good grades. S: That happened much later. I think that it did help me. During my childhood and adolescence it was always my father. Even now he’s in a phase where he: What happened? How are you doing, you know? He’s always been very consistent when it comes to following me, and this is why maybe I’m not as committed to myself as to my family. It’s like this part, that I like that they’re proud of me. That if I knew that I don’t know, that doing what my peers are doing, I’ll have a good time, that I’d be ok like that, because who doesn’t like to laze around, right? And be comfortable, right? But I like that my parents are proud of me, that my boyfriend is proud of me, and myself too but not as much, well that they think I’m good.”

111. Different systems – formal vs. informal learning “When they talk about knowledge society and that the titles will be outdated and that you should be studying your whole life, it bores me on the one hand and makes me dizzy on the other. It’s like No! No! It also makes me want to begin learning of life and not as much in the formal context.”

112. MotivesObjectives SENSE OF RECOGNITION AS A LEARNER Emotions Learning type/ Characteristics of the activity Significant others Experience type Discursive patterns Identity interference

114. The subjective experience of learning as the basis of the meanings needs to be considered, managed, influenced and guided

115. LI enables the analysis of meaning construction about subjective learning experiences

116. LI fulfils the function of a psychological and cultural tool

117. Using the tool requires knowing the tool - joint access to the tool – both the interviewer and the interviewee

118. From representation of acts of recognition to a sense of recognition