Towards a Sociocultural Perspective on Identity Formation in Education

This article discusses a sociocultural approach to processes of identity that has implications for how we understand learning and identity formation in education. Focusing on the socially constructed and culturally figured nature of language, tools, and interactions in learning contexts, this approa...

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Bibliographic Details
Published in:Mind, culture and activity culture and activity, 2011-01, Vol.18 (1), p.43-57
Main Author: Vagan, Andre
Format: Article
Language:English
Subjects:
Advanced Courses
Clinical Experience
College students
Comparative Analysis
Context Effect
Culture
Education
Identification (Psychology)
Identity
Interpersonal Communication
Introductory Courses
Learning
Medical Students
Medicine
Perceptions
Physician Patient Relationship
Self Concept
Sociocultural Patterns
Sociolinguistics
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Summary:This article discusses a sociocultural approach to processes of identity that has implications for how we understand learning and identity formation in education. Focusing on the socially constructed and culturally figured nature of language, tools, and interactions in learning contexts, this approach assists in the appreciation of how students navigate through and develop an understanding of themselves in different educational contexts. To this end, reference is made to Wortham's work on interactional positioning in narratives and the work of Holland and colleagues on figured worlds. Wortham provides the tools for a systematic analysis of how individuals construct their identities by positioning themselves in discursive interaction. Holland and colleagues alert us to the cultural shaping of such positioning in cultural worlds and the artifacts mediating identity formation. To explore the potential of combining these lenses, a case study is described involving a series of interviews with medical students about their self-perceptions in two contexts of clinical training. The case study highlights how different worlds and identities are formed in these educational contexts.
ISSN:1074-9039
1532-7884
DOI:10.1080/10749031003605839