ERIC Number: EJ1248334
Record Type: Journal
Publication Date: 2020
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Contesting the Alamo and Smartness: Theorizing Student Identities, Agency, and Learning within the Contentious Practices of U.S. Classrooms
Hatt, Beth; Urrieta, Luis
Theory Into Practice, v59 n2 p202-212 2020
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.
Descriptors: History Instruction, Mexican Americans, United States History, Hispanic American Students, Self Concept, Intelligence, Cognitive Ability, Bilingual Education, Immigrants, Social Bias, Individual Development
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A