ISSN:
1745-7823
Language:
English
Titel der Quelle:
Ethnography and education
Publ. der Quelle:
London [u.a.] : Routledge, Taylor & Francis Group
Angaben zur Quelle:
Vol. 11, No. 1 (2016), p. 57-73
DDC:
370
Abstract:
The aim of this article is to study how young people view themselves as learners within educational trajectories, as an alternative approach to today's emphasis on performance and standardisation. We study different learner positionings in transitions from one level of schooling to another, using the analytic concepts of 'positional identities' and 'figured worlds'. The ethnographic data were collected over a two-year period as part of a large-scale ethnographic study in a suburban area of Oslo with a large percentage of families with immigrant backgrounds. We focus on two girls (aged 15) who represent different educational trajectories and positional identities. Their case histories illustrate how positional identities in educational transitions are a complex web of formal and informal influences beyond school. The students experience different trajectories and changes in positional identities as learners when entering upper secondary school, which have implications for their future orientations.
Note:
Copyright: © 2015 Taylor & Francis 2015
DOI:
10.1080/17457823.2015.1040044
URL:
http://www.tandfonline.com/doi/abs/10.1080/17457823.2015.1040044
URL:
http://search.proquest.com/docview/1751005185
