Contesting the Alamo and smartness: Theorizing student identities, agency, and learning within the contentious practices of U.S. classrooms

ABSTRACT

Identity and agency are key to understanding student learning within classroom contexts. Utilizing figured worlds and local contentious practices as analytical frameworks, identity and agency are theorized as cultural practices that occur as part of the learning process in schools. Specifically, this article discusses self-authorship and the process of self-making as agentic practices in classrooms. History lessons about the Alamo for Mexican-American students and the ways students are positioned in classrooms around concepts of smartness connect theory to practice within the article. Implications are discussed for in-service and pre-service teacher development.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional Resources

1. Flores, R. R. (2000). The Alamo: Myth, public history, and the politics of inclusion. Radical History Review, 77, 91–103.

In this article, Richard Flores provides a clear and compelling discussion regarding the myths taught around the Alamo, facts that often are omitted in the telling of the Alamo, and an analysis of why the myths persist. This is an excellent resource for anyone interested in learning more of the whole story and myths about the Alamo.

2. Russell, J.W. (2012). Escape from Texas: A novel of slavery and the Texas War of Independence. Cornwall-on-Hudson, NY: Sloan Publishing.

http://www.escapefromtexas.com

Written from the perspective of a slave during the Texas war for independence, the book is an excellent resource for middle and high school social studies teachers wanting to provide a fuller understanding of the Texas war for independence. Although the book is historical fiction, it is solidly researched and grounded in historical facts of that time period. The book is especially useful in providing a better understanding of the role of slavery related to Texas desire for independence.

3. Hatt, B. (2012). Smartness as a cultural practice in schools. American Educational Research Journal, 49, 438–460.

Based upon a year-long ethnography in a kindergarten classroom, this article provides further understanding of the ways students develop identities related to notions of smartness and ability. The research provides perspectives from the students and in-depth classroom observations. Identity and agency are key themes within the article.

4. McDermott, R., Goldman, S., & Varenne, H. (2006). The cultural work of learning disabilities. Educational Researcher, 35, 12–17.

In this article, the authors make a compelling argument for the ways “disability” is a social construct that has been reified in schools. It is a short and thought-provoking piece excellent for pre-service teachers.