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Cited by 13Educational Theory and Curriculum StudiesSocial and Cultural DynamicsInnovative Education and Learning Practices

Learning and the development of social identities in the subjects Care and Technology

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Volman, Monique, Ten Dam, Geert·2007·British Educational Research Journal
DOI 10.1080/01411920701656985
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Abstract

This article discusses the way in which social identities structure the learning processes of students in two subjects in the Dutch secondary school curriculum—Care and Technology. It analyses interviews with 23 students and their teachers with a view to explaining the disappointing results in these subjects in terms of breaking through gender and class‐related preferences and learning outcomes. The subjects Care and Technology refer to social practices with which groups of students identify in different ways. On the other hand, students also appear to make active use of these subjects in their identity development. The authors argue for explicitly combining the notion that learning is peripheral participation in social practices with analyses of the power relationships that structure those practices. Also, the question should be addressed of how the relative autonomy of the school can be used for organizing learning experiences in such a way that the constraints of social position and identity are reduced, and the restrictive character of social identities is challenged.

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  • Peers may deny each other access to certain identity positions through peer norms.

    “Three studies in which sociocultural perspectives are adopted and that are based on various ethnographic research methods (Fields and Enyedy 2013; Ideland and Malmberg 2012; V olman and Ten Dam 2007) were concerned with and found that peers may deny each other access to certain identity positions through peer norms.”

    From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Volman and Ten Dam 2007

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Authors
Volman, M., & Ten Dam, G.
Affiliations
Vrije Universiteit Amsterdam (NL)
Corresponding author
Volman, Monique
ORCID
Volman, Monique
Venue
British Educational Research Journal
Publisher
Wiley
Published
2007-12
Volume
33
Issue
6
Pages
845-866
ISSN
  • 0141-1926 (ISSN-L)
  • 1469-3518
DOI
10.1080/01411920701656985
OpenAlex
W2096772142
Cited by
13
References
49
Citations by year
2026: 1 · 2020: 1 · 2018: 1 · 2017: 2 · 2015: 2 · 2014: 1 · 2013: 1 · 2012: 1
FWCI
2.25
Type
journal article
Language
en
Open access
Licence
Locations
  • British Educational Research Journal (publishedVersion)
  • UvA-DARE (University of Amsterdam) (publishedVersion)
  • VU Research Portal (publishedVersion, other-oa)
  • UvA-DARE (University of Amsterdam) (submittedVersion)
  • Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam) (submittedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
Topics
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
  • Social Sciences › Sociology and Political Science › Social and Cultural Dynamics
  • Social Sciences › Human Factors and Ergonomics › Innovative Education and Learning Practices
Keywords
social identity, identity construction, secondary school curriculum, gender, social class, peripheral participation, social practices, power relations, school autonomy, learning outcomes

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