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I&L 3004 Identity in Educational Settings

Fall Term 2016

Instructor:Dr. Ellice A. Forman

Meeting Times:Mondays 1-3:40

Office Hours:By appointment

Office Location:5527 WWPH

Office Phone:412-648-7022

E-mail:

Course Description: This course will focus on a current topic within educational theory and research: identity. Although the study of identity within psychology has a long history, dating back to the late 19th or early 20th centuries with the work of James, Mead, Erikson and many others, it is receiving increasing attention within many fields these days. Investigators have reached the conclusion that earlier theories depicted identity as either individually or socially determined: as portraying individuals as autonomous self-creators or as victims of powerful social forces. In addition, these earlier concepts have been criticized for being static and exhibiting essentialism (e.g., as an enduring characteristic of people’s race, gender, ethnic labels) and for being Euro-centric. More recent approaches to conceptualizing and studying identity in complex social environments are proposing frameworks that include the transactions of both active, intentional agents and active social environments.

Students will read and discuss a range of recent research and theory on identity development in children, adolescents, and adults. Particular attention will be paid to the identity development of teachers and of students who are often marginalized in educational settings (students with diagnosed disabilities, students from low income communities, etc.). Qualitative and interpretive methods for studying identity will also be stressed (more than large-scale survey methods).

Methods of evaluation: Students will have a choice of assignments for this course. All students will participate in class and course web discussions of the course readings. Each student will be responsible for assisting in one class discussion and provide a write-up ahead of time to the instructor. The remaining choices will one formal presentation in class and a paper. The presentation and paper will be based on either a small scale study of identity or a review of a sample of the literature on identity.

Required texts (available in the university bookstore or on reserve in Hillman Library or on courseweb):

  1. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds.Cambridge, MA: HarvardUniversity Press. ISBN 0-674-00562-7
  2. de Fina, A., Schiffrin, D., & Bamberg, M. (Eds.) (2006). Discourse and identity. New York: Cambridge University Press. ISBN 978-0-521-54191-6.
  3. Additional readings from edited books and journals.

Recommended reading:

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. ISBN 0-521-42374-0

COURSE REQUIREMENTS

  1. Participation in classroom and on-line discussion(40%)

Class Participation (10%): You are asked to come to class on time, attend all classes and to be actively involved in class discussions and all other activities. If you must miss a class due to illness or other emergency, you must inform the instructor before class. It is your responsibility to obtain any handouts distributed and/or to get notes from a classmate.

Discussion Board (10%): Each week, you are required to post a substantive response to one (or more) of the readings on our Blackboard discussion board ( Responses should refer to specific passages or concepts in the weekly readings and build off of previous responses by classmates or instructors. Questions about the readings are also encouraged. Because these electronic discussions will be used as jumping off points for class discussions, responses should be posted by 5 pm on theSundaybefore each class meeting. My evaluation of your writing will reflect my assessment of the amount of thought and energy you put into the posting and not my agreement with the ideas stated.

Responsibility for reacting to a set of readings and facilitating discussion (20%): You will be asked to choose one week in the course when you will be responsible for writing a short reaction paper to that week’s readings, providing one or more discussion questions, and helping the instructor facilitate discussion in class and on Blackboard. This informal paper (3-5 double-spaced, numbered typewritten pages) must be clearly written and carefully organized. It does not have to follow APA style or include a reference page. You can use it to connect your personal experiences to the course readings and discussions; it may be an outlet for more speculative thinking; it could present your own applications of the readings to education, psychology, etc. Try to focus this paper on one or two key ideas. Make sure it addresses that week’s readings and contains at least partial answers to your discussion questions for that week. This paper is due onthe Friday (at midnight) beforethe class in which the reading assignment due for your classmates.

You may not hand this paper in late without a valid medical or other serious excuse because I will expect you to use it as a resource for your participation in class discussion on. My evaluation of your writing will reflect my assessment of the amount of thought and energy you put into the paper and not my agreement with the ideas stated.

  1. Course Project and Presentation (60%) (Select one of the following options or devise a different one, with prior instructor’s approval)

Option 1: Conduct a small-scale study of identity using concepts and/or methods presented in this course. This study could involve data collection or data analysis of previously collected data. The design of the study could involve qualitative interviews and/or video or audio taped qualitative observations. Surveys would not be appropriate for this assignment. Data collection should not depend upon obtaining IRB approval during fall term.

  • The research question(s), study design and methods must be turned in for review by October 18 (10%).
  • An outline and rough draft of the paper is due on November 14 (10%).
  • A write-up of the study results, including a brief conceptual framework and review of the literature is due on December 12 (30%).
  • A presentation of the study is due on either December 5 or 12 (10%).

Option 2: Conduct a review of a subset of the research literature on identity. This review does not have to be exhaustive: fewer studies reviewed but more information on each study (including its methods) is preferred over long lists of references with little discussion of each one. The aim of this review is not merely to demonstrate that you have read these articles and can summarize them (as in an annotated bibliography). Scholarly reviews of the literature aim to provide a new perspective on this field by showing that you can synthesize the literature in an innovative way. Although secondary or tertiary may be used as part of your review, most of the articles reviewed should be primary sources in research (not practitioner or popular media) journals. Scholarly books (but not trade books) can also serve as sources for this review.

  • You will be expected to produce an initial bibliography (in APA format) and summary matrix by October 18 (10%).
  • An outline and rough draft of the paper is due on November 14 (10%).
  • A write-up of the literature review (including an introduction, conclusion, a final summary matrix, and detailed discussion of the articles and books reviewed, in APA format) is due on December 12 (30%).
  • A presentation of the review is due on either December 5 or 12 (10%).

Important Note: Your choice of a project for this course may reflect your own long term research agenda or may represent a possible direction that you are considering. It may also connect to a faculty research project that you are working on as a GSR and/or a paper or project for another course that you are enrolled in or have taken. Nevertheless, you MAY NOT USE the paper you write for another course as your paper or project write-up in this course. The two papers must be distinctively different (although they could focus on complementary aspects of a field or study). Prior permission from the course instructor(s) or faculty member(s) must be obtained if you plan to coordinate your work in two courses and/or your work on a research project and this course.

Miscellaneous Important Stuff:

• All required readings (other than the two required texts) can be downloaded from our Courseweb site ( or Hillman Library’s site. The two required texts and the recommended text are also on reserve at Hillman Library.

• All assignments must be completed in order to pass the course. Assignments are due at the beginning of class unless otherwise noted.

• All of the writing you do for this seminar should be wordprocessed in 12 point font, and double-spaced with one inch margins (yielding approximately 250-300 words/page). Proficiency with the conventions of Academic Written English will be expected. References must be cited using APA format.

• You are expected to maintain your responsibility towards academic integrity as stated in the University of Pittsburgh academic policies. Any instances of plagiarism will be considered grounds for failing the class.

• If you have a disability that requires classroom modifications, please notify us and the Disability Resources and Services (648-7890/ William Pitt Union, Room 216) as soon as possible. You will be asked to provide documentation of your disability to determine appropriate accommodations.

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Date / Topic / Required and Recommended Readings / Assignment
Week 1
August 29 / INTRODUCTION AND OVERVIEW / Answer introductory questions in class
September 5
LABOR DAY / NO CLASS
Week 2
September 12 / OVERVIEW OF THE ISSUES AND AND NEW APPROACHES TO IDENTITY IN EDUCATION / Gee, J. (2001). Identity as an analytic lens for research in education. In W. Secada (Ed.), Review of research in education (Vol. 25, pp. 99-125). Washington, DC: American Educational Research Association.
Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22. / Bring definitions of identity to class for discussion
Week 3
September 19 / Akkerman, S.F., & Meijer, P.C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308-319.
Juzwik, M. M. (2006). Situating narrative-minded research: A commentary on Anna Sfard and Anna Prusak's "Telling identities". Educational Researcher, 35(9), 13-21.
Sfard, A. (2006). Telling ideas by the company they keep: A response to the critique by Mary Juzwik. Educational Researcher, 35(9), 22-27..
Week 4
September 26 / PSYCHOLOGICAL APPROACHES TO IDENTITY / Marcus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969.
Kao, G. (2000) Group images and possible selves among adolescents: Linking stereotypes to expectations by race and ethnicity. Sociological Forum, 15 (3), 407-430. / Selection of Project Assignment due (Option 1 or Option 2) [1 page description of topic choice]
Week 5
October 3 / Schachter, E.P. (2005). Context and identity formation: A theoretical analysis and a case study. Journal of Adolescent Research, 20 (3), 375-395.
Nasir, N. A. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4(2&3), 211-247.
Week 6
October 10 / ANTHROPOLOGICAL APPROACHES TO IDENTITY / McDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 269-305). New York, NY: Cambridge University Press.
[Recommended: Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.]
Week 7
TUESDAY, October 18 / Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: HarvardUniversity Press. (Chapters 1-7) / First assignment for Project due: study research questions, design & methods; or initial bibliography and matrix.
Week 8
October 24 / IDENTITY IN EDUCATIONAL SETTINGS I / Boaler, J., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171-200). Westport, CT: Ablex.
Cobb, P., Gresalfi, M., & Hodge, L.L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40 (1), 40-68.
Week 9
October 31 / Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: HarvardUniversity Press. (Chapters 8-13)
Week 10
November 7 / SOCIOLINGUISTIC APPROACHES TO IDENTITY I / Schiffrin, D. (2006). From linguistic reference to social identity. In A. De Fina,
D. Schiffrin & M. Bamberg (Eds.), Discourse and identity (pp. 103-131). New York: Cambridge University Press.
Davies, B., & Harré, R. (2001). Positioning: The discursive production of selves. In M. Wetherell, S. Taylor & S. J. Yates (Eds.), Discourse theory and practice: A reader (pp. 261-271). London: Sage Publications.
Week 11
November 14 / SOCIOLINGUISTIC APPROACHES TO IDENTITY II / Ribeiro, B. T. (2006). Footing, positioning, voice. Are we talking about the same thing? In A. de Fina, D. Schiffrin & M. Bamberg (Eds.), Discourse and identity (pp. 48-82). New York: Cambridge University Press.
Yamakawa, Y., Forman, E. A., & Ansell, E. (2009). The role of positioning in constructing an identity in a third grade mathematics classroom. In K. Kumpulainen, C. E. Hmelo-Silver & M. Cesar (Eds.), Investigating classroom interaction: Methodologies in action (pp. 179-202). Rotterdam: Sence Publishers. / Second assignment for Project Due: Outline and rough draft
Week 12
November 21 / IDENTITY IN EDUCATIONAL SETTINGS II / Johnson, G. C. (2006). The discursive construction of teacher identities in a research interview. In A. De Fina, D. Schiffrin & M. Bamberg (Eds.), Discourse and identity (pp. 213-232). New York: Cambridge University Press.
Kiesling, S. F. (2006). Hegemonic identity-making in narrative. In A. De Fina, D. Schiffrin & M. Bamberg (Eds.), Discourse and identity (pp. 261-287). New York: Cambridge University Press.
Week 13
November 28 / IDENTITY IN EDUCATIONAL SETTINGS III / Best, A. L. (2003). Doing race in the context of feminist interviewing: Constructing whiteness through talk. Qualitative Inquiry, 9 (6), 895-914.
Matusov, E., & Smith, M. S. (2012). The middle-class nature of identity and its implications for education: A genealogical analysis and reevaluation of a culturally and historically bounded concept. Integrative Psychological and Behavioral Science, 46, 274-295.
Week 14
December 5 / STUDENT PRESENTATIONS
Week 15
December 12 / STUDENT PRESENTATIONS / Final Drafts of Projects Due