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Becoming a Hurdler: How Learning Settings Afford Identities
Author(s) -
Nasir Na'ilah Suad,
Cooks Jamal
Publication year - 2009
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/j.1548-1492.2009.01027.x
Subject(s) - sociology , sociocultural evolution , identity (music) , context (archaeology) , pedagogy , field (mathematics) , epistemology , social psychology , psychology , anthropology , aesthetics , paleontology , philosophy , mathematics , pure mathematics , biology
In this article, we present a model for thinking about how learning settings provide resources for the development of the practice‐linked identities of participants, drawing on data from a study on an African American high school track and field team. What does it mean to make an identity available in the context of a learning setting? In this article, we draw on current theories in anthropology, psychology, sociology, and sociocultural theory to develop a conceptual frame that might be helpful in addressing these questions. We focus on how individuals are offered (and how they take up) identities in cultural activities. We define three types of identity resources that were made available to student‐athletes learning to run track and explore how they took shape in teaching and learning interactions in track. [identity, learning, African American students, culture]