Northampton Electronic Collection of Theses and Research

Constructing identities in multicultural learning contexts

Crafter, S. and Abreu, G. d. (2010) Constructing identities in multicultural learning contexts. Mind, Culture and Activity. 17(2), pp. 102-118. 1074-9039.

Item Type: Article
Abstract: In this paper we examine two concepts which aid our understanding of processes of identification in multiethnic schools. The first concept focuses on the complementarity of “three processes of identity” (identifying the other, being identified and self-identification). This is brought together with the concept of sociocultural coupling introduced to examine the co-constructions of changes in practices (across places and times) and changes in identification. The analysis draws on an interview with a pupil, Monifa, a Black African (Nigerian) girl (aged 10 years) and on an interview with a Pakistani teacher, Shazia. Although Shazia and Monifa belonged to different generations (i.e. a pupil/daughter and a teacher/mother) and different cultural groups (British born Black African and Pakistani Kashmiri) the same identity processes could be applied to the data. They both articulated accounts of “identifying the other”, “being identified” and “self-identification,” which emphasized their transitions between cultural practices and multiple communities. Furthermore, we propose that sociocultural coupling has enabled us to understand the means by which aspects of cultural practices borrowed from home and school, allows them to reproduce aspects of their home cultural identity and at other times to transform these identities.
Uncontrolled Keywords: Cultural identities, mathematics, communities of practice
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF309 Consciousness. Cognition
B Philosophy. Psychology. Religion > BF Psychology > BF712 Developmental psychology
L Education > LC Special aspects of Education > LC1099 Multicultural education (General)
Creators: Crafter, Sarah and Abreu, Guida de
Publisher: Routledge
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Faculty of Health & Society > Psychology
University Faculties, Divisions and Research Centres - OLD > School of Social Sciences (to 2016)
University Faculties, Divisions and Research Centres - OLD > Research Group > Social and Cultural Research in Psychology Group
Faculties > Faculty of Health & Society > Psychology
Research Centres > Centre for Psychology and Social Sciences
Date: 2010
Date Type: Publication
Page Range: pp. 102-118
Journal or Publication Title: Mind, Culture and Activity
Volume: 17
Number: 2
Language: English
ISSN: 1074-9039
Status: Published / Disseminated
Refereed: Yes
References: Abreu, G. de., & Cline, T. (2003). Schooled mathematics and cultural knowledge. Pedagogy, Culture & Society, 11(1), 11-30. Beach, K. (1995). Activity as a mediator of sociocultural change and individual development: The case of school-work transition in Nepal. Mind, Culture, and Activity, 2(4), 285-302. Beach, K. (1999). Consequential transitions: A sociocultural expedition beyond transfer in education. Review of Research in Education, 24, 101-139. Dien, D. S. (2000). The evolving nature of self-identity across four levels of history. Human Development, 43, 1-18. Duveen, G. (2001). Representations, identities, resistance. In K. Deaux & G. Philogene (Eds.), Representations of the social (pp. 257-270). Oxford: Blackwell. Flick, U. (2000). Episodic interviewing. In M. Bauer & G. Gaskell (Eds.), Researching with text, image and sound: A practical handbook (pp. 75-92). London: Sage. Wartofsky, M. (1979). Models. Representation and the scientific understanding. Dordrecht: Reidel. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press

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