This innovative volume integrates social identity theory with
research on teaching and education to shed new and fruitful light
on a variety of different pedagogical concerns and practices. It
brings together researchers at the cutting edge of new developments
with a wealth of teaching and research experience. The work in this
volume will have a significant impact in two main ways. First and
foremost, the social identity approach that is applied will provide
the theoretical and empirical platform for the development of new
and creative forms of practice in educational settings. Just as the
application of this theory has made significant contributions in
organisational and health settings, a similar benefit will accrue
for conceptual and practical developments related to learners and
educators - from small learning groups to larger institutional
settings - and in the development of professional identities that
reach beyond the classroom. The chapters demonstrate the potential
of applying social identity theory to education and will stimulate
increased research activity and interest in this domain. By
focusing on self, social identity and education, this volume
investigates with unprecedented clarity the social and
psychological processes by which learners' personal and social
self-concepts shape and enhance learning and teaching. Self and
Social Identity in Educational Contexts will appeal to advanced
students and researchers in education, psychology and social
identity theory. It will also be of immense value to educational
leaders and practitioners, particularly at tertiary level.
General
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