Making Sense Through Participation: Social Differences in Learning and Identity Development
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Reflective explorative learning experiences are important because they may foster adolescents' understanding of how their identity development is influenced by their sociocultural context.
“Next, a theoretical study in which identity development is understood from a sociocultural perspective (Ten Dam et al. 2004), together with a theoretical study that does not explicitly adopt a particular perspective on identity (Rossiter 2007), argued that reflective explorative learning experiences are also important because they may foster adolescents ' understanding of how their identity”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Ten Dam et al. 2004
This could help adolescents to consciously search for a balance in their identity development between societal norms on the one hand and adolescents' individual dreams of who they want to be(come) on the other.
“The underlying idea is that this could help adolescents to consciously search for a balance in their identity development between societal norms on the one hand and adolescents ' individual dreams of who they want to be(come) on the other.”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Ten Dam et al. 2004
Cites
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 33,219 · see citing works
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The Role of School in Adolescents’ Identity Development. A Literature Review
Verhoeven, M., Poorthuis, A. M. G., & Volman, M. (2019) · Educational Psychology Review · doi:10.1007/s10648-018-9457-3 · Cited by 318 · see citing works
Self-citationLearning and the development of social identities in the subjects Care and Technology
Volman, M., & Ten Dam, G. (2007) · British Educational Research Journal · doi:10.1080/01411920701656985 · Cited by 13 · see citing works
Self-citation
- Authors
- Ten Dam, G., Volman, M., & Wardekker, W.
- Affiliations
- Vrije Universiteit Amsterdam (NL)
- ORCID
- Volman, Monique
- Venue
- Dialogic Learning
- Publisher
- Springer Netherlands
- Published
- 2004
- Pages
- 63-85
- OpenAlex
- W1591093984
- Cited by
- 29
- References
- 1
- Citations by year
- 2025: 1 · 2022: 1 · 2021: 1 · 2020: 1 · 2019: 1 · 2018: 2 · 2012: 4
- FWCI
- 5.54
- Type
- book chapter
- Language
- en
- Open access
- green
- research.vu.nl
- Licence
- other-oa
- www.springer.com/tdm (tdm)
- Locations
- Springer eBooks (publishedVersion)
- Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam) (submittedVersion)
- VU Research Portal (submittedVersion, other-oa)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- Topics
- Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Sociology and Political Science › Social and Cultural Dynamics
- Keywords
- communities of practice, sociocultural theory, cultural practices, cultural identity, social status, cooperative learning, secondary education, school pedagogy, knowledge construction
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