The DOI matches its Crossref record.
Negotiating Identity: Conflicts between the Agency of the Student and the Official Diagnosis of Social Workers and Teachers
Open accessAbstract
This article aims to demonstrate the interplay between the individual's negotiation of his/her identity in compulsory school and the systems of communication and practice of professionals in the welfare state. It looks at the case of ‘Tom’, whose custody has been taken over by the Child Welfare Service and who now lives in a child welfare institution. The article discusses how Tom constructs and negotiates his identity within educational and institutional frameworks, which are in turn influenced by professional agencies, alliances, and power relations.
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“Berg (2010) for example found in her longitudinal ethnographic research on a foster child that this adolescent was repetitively approached by his teachers and social workers based on others ' reports and the previous experiences they had with him as an outsider and a difficult student. Yet, these teachers and social workers failed to notice the student ' s changed behavior. Consequently, the range”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Berg 2010
In the citing paper
“Four of the articles that adopt a sociocultural perspective on identity development demonstrated, based on classroom observations and teacher interviews, that teachers may have rather persistent expectations of adolescents through which certain identity positions are made available or unavailable (Berg 2010; Rubin 2007; Vetter 2010; Wortham 2006).”
From The Role of School in Adolescents’ Identity Development. A Literature Review (2019) · cites this paper as Berg 2010
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Cited by
Sorted by citations
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
“Together, these four studies indicate that static teacher expectations limit adolescents’ ways to position themselves, which may sometimes benefit (Vetter, 2010), but other times harm adolescents’ engagement in school practices (Berg, 2010; Rubin, 2007; Wortham, 2006).”
Background
Metadata
- Authors
- Berg, K.
- Affiliations
- Faculty of Teacher and Interpreter Education, Sør-Tøndelag University College, Norway
- Corresponding author
- Berg, Kari
- Venue
- European Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 2010-01-01
- Volume
- 9
- Issue
- 2
- Pages
- 164-176
- ISSN
- 1474-9041 (ISSN-L)
- OpenAlex
- W2096083866
- Cited by
- 13
- References
- 0
- Citations by year
- 2022: 2 · 2021: 2 · 2020: 2 · 2018: 1 · 2016: 1 · 2015: 1 · 2014: 1 · 2012: 1
- FWCI
- 2.52
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- European Educational Research Journal (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Child Welfare and Adoption
- Social Sciences › Public Administration › Social Work Education and Practice
- Social Sciences › Education › Educational Practices and Policies
- Keywords
- identity negotiation, compulsory education, child welfare, child custody, child welfare institutions, social workers, teachers, welfare state, student agency, institutional framework, professional communication
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