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Journal of the Learning Sciences Volume 26, 2017 - Issue 3: Designing Learning Environments for Equitable Disciplinary Identification
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Commentary

Disciplinary Identity as Analytic Construct and Design Goal: Making Learning Sciences Matter

Heidi B. CarloneDepartment of Teacher Education and Higher Education, The University of North Carolina at GreensboroCorrespondence[email protected]
Pages 525-531 | Published online: 16 Aug 2017

References

  • Allen, C. D., & Eisenhart, M. (2017/this issue). Fighting for desired versions of a future self: How young women negotiated STEM-related identities in the discursive landscape of educational opportunity. Journal of the Learning Sciences, 26(3), 407–436. doi:10.1080/10508406.2017.1294985
  • Carlone, H. B., Scott, C. M., & Lowder, C. (2014). Becoming (less) scientific: A longitudinal study of students’ identity work from elementary to middle school science. Journal of Research in Science Teaching, 51, 836–869. doi:10.1002/tea.21150
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  • Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge, UK: Press Syndicate of the University of Cambridge.
  • Holland, D., & Lachicotte, W. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101–135). New York, NY: Cambridge University Press.
  • Nasir, N. S., & Cooks, J. (2009). Becoming a hurdler: How learning settings afford identities. Anthropology and Education Quarterly, 40(1), 41–61. doi:10.1111/j.1548-1492.2009.01027.x
  • Nasir, N. S., & Vakil, S. (2017/this issue). STEM-focused academies in urban schools: Tensions and possibilities. Journal of the Learning Sciences, 26(3), 376–406. doi:10.1080/10508406.2017.1314215
  • Pinkard, N., Erete, S., Martin, C. K., & McKinney de Royston, M. (2017/this issue). Digital Youth Divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477–516. doi:10.1080/10508406.2017.1307199
  • Van Horne, K., & Bell, P. (2017/this issue). Youth disciplinary identification during participation in contemporary project-based science investigations in school. Journal of the Learning Sciences, 26(3), 437–476. doi:10.1080/10508406.2017.1330689

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