The reification of identity narratives in teacher–student discourse during an inquiry project
Bibliographic Data
| ID | 21392915 |
|---|---|
| Authors | Lulu Garah (0000-0002-9767-2967, Faculty of Education in Science and Technology Technion—Israel Institute of Technology Haifa Israel, corresponding author), Shulamit Kapon (0000-0001-8309-007X, Faculty of Education in Science and Technology Technion—Israel Institute of Technology Haifa Israel, corresponding author) |
| Year | 2024 |
| Volume | 108 |
| Issue | 1 |
| Pages | 190-222 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21831 |
| OpenAlex | W4386216494 |
| Language | EN |
| Citations received | 5 |
| References cited | 99 |
We present a year‐long case study that documents the interactions between a teacher–research–mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced‐level matriculation in physics. Both the students (females) and the TRM (male) are Arab citizens of Israel, and the school is a public Arab school in Israel. Data were collected through videotaped participant observation of authentic working sessions and interviews with the TRM and the students. The analysis combines an ethnographic account with discourse analysis informed by a sociolinguistic approach that aims to answer the following research questions: (1) how are a teacher's identity‐narratives reified in teacher–student discourse in authentic sessions of mentoring students' inquiry? (2) how do they shape students' learning? and (3) how do they emerge from social–historical contexts? The findings problematize the challenges involved in engaging students from nondominant communities in science, technology, engineering, and mathematics learning. The analysis articulates the complexity of this challenge by showing how teachers' identity narratives shape the social construction of student–teacher discourse, generate tensions that undermine successful implementations of reformed learning experiences, and how this vicious cycle is profoundly influenced by the embedding social and historical contexts. The implications for research and practice are discussed
Discourse analysis · Ethnography · Identity (music) · Mathematics education · Narrative · Narrative inquiry · Participant observation · Pedagogy · Politics · Qualitative research · Reification (Marxism) · Social science · Sociology · Teacher education · Thematic analysis · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
“On Mars, we will speak Arabic”
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Educators as Equity Designers
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry
Supporting the Emergence of Science Capital in Minoritized Youth Through Guided Experiences as Facilitators of Science Outreach
Handbook of Research on Teacher Education
Identity, Critical Agency, and Engineering
Science identity as a landscape of becoming
From the Court to the Classroom
Examining Classroom Science Practice Communities
Developing views of nature of science in an authentic context
Case study methods.
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A Review of Empirical Literature on Inquiry Professional Development
Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
Reforming Science Teaching
Addressing the epistemic elephant in the room
Frame analysis
Access to higher education for Palestinians in Israel
Witnessing, Recognition, and Response Ethics
Instructional practices of science teachers from the Arab community in Israel
Learning that physics is ‘not for me’
Science faculty conceptions of equity and their association to teaching practices
Equity and justice in science education
Explaining a reverse gender gap in advanced physics and computer science course‐taking
Forms of participation in an engineering maker‐based inquiry in physics
Multiple Case Narrative
Israel’s Palestinians
The Inclusive Professional Framework for Societies
Teachers’ roles and identities in student-centered classrooms
Higher Education among the Arabs in Israel
Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools
Reconsidering research on teachers’ professional identity
Teacher professionalism in a double field structure
Gatekeepers or facilitators
Between tradition and modernization
Intended Consequences
Beyond Equity as Inclusion
Un/Doing Intersectionality through Higher Education Research
Qualitative inquiry and research design
Reproduction in education, society, and culture
Interactive Frames and Knowledge Schemas in Interaction
It's all becoming a habitus
Chapter 3
Telling Identities
Identities in/out of physics and the politics of recognition
The Silenced Dialogue
Shared Epistemic Agency
Law and Education
State-Controlled Education and Identity Formation Among the Palestinian Arab Minority in Israel
An Invitation of Reflexive Sociology
A Bourdieuian Analysis
La Distinction
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |