This book describes how social identification and academic learning
can deeply depend on each other, both through a theoretical account
of the two processes and a detailed empirical analysis of how
students' identities emerge and how students learn curriculum over
a year in one classroom. The book traces the identity development
of two students, showing how they came habitually to occupy
characteristic roles across an academic year. The book also traces
two major themes from the curriculum, showing how students came to
make increasingly sophisticated arguments about them. The book's
distinctive contribution is to show in detail how social
identification and academic learning became deeply interdependent.
The two students developed unexpected identities in substantial
part because curricular themes provided categories that teachers
and students used to identify them. And students learned about
those curricular themes in part because the two students were
socially identified in ways that illuminated those themes.
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