Identity Process and Transformative Pedagogy: Teachers as Agents of Identity Formation

Harrell‐Levy, Marinda K.; Kerpelman, Jennifer L.

doi:10.1080/15283481003711684

Cited by 56 publications

(39 citation statements)

References 28 publications

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“…Sociologists have certainly demonstrated that identities can be powerfully conferred through social structure and educational institutions (e.g., Côté, 1996;Stets & Burke, 2003). However, IdEd is based on the assertion that individuals also have a meaningful measure of initiative and autonomy vis-à-vis identity processes and contents (see Holland, Lachicotte, Skinner, & Cain, 1998;Lightfoot & Valsiner, 1992;Martin, 2007), that they can take part in negotiating and constructing their own identity, and that this self-defining agency can and should be mediated and strengthened in schools (Alexander, 2005;Harrell-Levy & Kerpelman, 2010;Kahne & Sporte, 2008;Youniss & Hart, 2005). Recognizing both the student's agency regarding selfdefinition and the influence of social structure through social institutions including schools is based on the understanding of identity as a psychosocial construct, a view endorsed by classic Eriksonian formulations of identity and by postmodern views of identity (Côté & Levine, 2002;Schachter, 2005b).…”

Section: Definitionmentioning

confidence: 98%

Identity Education: A Conceptual Framework for Educational Researchers and Practitioners

Schachter

Rich

2011

Educational Psychologist

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Section: Definitionmentioning

confidence: 98%

Identity Education: A Conceptual Framework for Educational Researchers and Practitioners

Schachter

Rich

2011

Educational Psychologist

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“…The implementation of transformative practices may allow “students' intelligence to be activated in ways that potentially challenge the societal status quo” (Cummins, , p.247), and one of its primary benefits is that it enables learners to positively affirm their identities (Harrell‐Levy and Kerpelman, , p. 78). Transformative pedagogy cannot necessarily break the cyclic relations of language, privilege and power, but it may empower the students to enter the discourse and develop voices that can be heard in wider society (Delpit, , p. 296).…”

Section: Bourdieu Language and Powermentioning

confidence: 99%

Dialect, power and politics: standard English and adolescent identities

Brady

2015

Literacy

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This paper examines the official requirement for the promotion of standard English using Bourdieu's concepts of the production and reproduction of legitimate language. It explores the political drive behind the demand for this standard dialect in England and, through a survey on the views of fifty-two 14 and 15 year olds, analyses the impact that this is having on adolescent identities in an inner-city London school. The students perceive non-standard English as a vehicle through which they can express their 'true' selves and construct a collective teenage identity. They use language to construct a division between themselves as teenagers and the adult 'others'. Although the students do not necessarily want to use non-standard English in the classroom, or with their teachers, educators need to consider how to afford pupils access to the 'official language', which grants privilege and power, without devaluing the identities which they may associate with other dialect forms. The final part of the paper explores the value of Cummin's concept of 'transformative pedagogy ' (2002) in relation to the study of dialect with adolescents.

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“…It is a student-centred pedagogy that emphasises the mutual learning between educator and student (Elenes 2001;Meyers 2008;Harrell-Levy and Kerpelman 2010).…”

Section: Film and Transformative Pedagogymentioning

confidence: 99%

Challenging heteronormative scripts through film and transformative pedagogy among TVET college students

Ngidi

Dlamini

2017

SAJHE

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We describe an initiative aimed at addressing homophobia and destabilising heteronormativity in higher education. The initiative was implemented in 2014 at a Technical Vocational Education and Training (TVET) college in KwaZulu-Natal (KZN) and involved 20 newly formed peer educators and one lecturer from the college. We focussed on work which emphasised the creation of a safe and welcoming environment for gender non-conforming students. In particular, we made use of film and transformative pedagogy to address homophobia at the TVET college. Through analysing the participants' reflections, we found evidence that the intervention facilitated students' critical thinking and self-examination, while helping them find alternative ways of bringing about social change and gender equity in their 'day-to-day praxis'. The initiative further provided space to forge new ways of talking about and addressing abuse of LGBTI students; thus enabling an appreciation of the resourcefulness of film. Overall we highlight the potential value of film and transformative pedagogy in addressing homophobia and disturbing heteronormativity among students in a TVET college.

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Identity Process and Transformative Pedagogy: Teachers as Agents of Identity Formation

Cited by 56 publications

References 28 publications

Identity Education: A Conceptual Framework for Educational Researchers and Practitioners

Identity Education: A Conceptual Framework for Educational Researchers and Practitioners

Dialect, power and politics: standard English and adolescent identities

Challenging heteronormative scripts through film and transformative pedagogy among TVET college students

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