Becoming a Hurdler: How Learning Settings Afford Identities

January 1st, 2009 | RESEARCH

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.


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Team Members

Na'ilah Suad Nasir, Author, University of California, Berkeley
Jamal Cooks, Author, San Francisco State University


Identifier Type: issn
Identifier: 0161-7761
Identifier Type: doi
Identifier: 10.1111/j.1548-1492.2009.01027.x

Publication: Anthropology & Education Quarterly
Volume: 40
Number: 1
Page(s): 41

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Audience: Educators | Teachers | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | Health and medicine
Resource Type: Peer-reviewed article | Research Products
Environment Type: Afterschool Programs | Informal | Formal Connections | K-12 Programs | Public Programs