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Cited by 2,727Teacher Education and Leadership StudiesCultural Identity and RepresentationGender, Sexuality, and Education

The DOI matches its Crossref record; 130 of the 130 references it cites were found in a registry or an index.

Chapter 3 : Identity as an Analytic Lens for Research in Education

Gee, James Paul·2000·Review of Research in Education
DOI 10.3102/0091732x025001099
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Abstract

In today's fast changing and interconnected global world, researchers in a variety of areas have come to see identity as an important analytic tool for understanding schools and society. A focus on the contextually specific ways in which people act out and recognize identities allows a more dynamic approach than the sometimes overly general and static trio of "race, class, and gender. " However, die term identítyhas taken on a great many different meanings in the literature. Rather than survey this large literature, I will sketch out but one approach that draws on one consistent strand of that literature. This is not to deny that other, equally useful approaches are possible, based on different selections from the literature. When any human being acts and interacts in a given context, others recognize that person as acting and interacting as a certain "kind of person " or even as several dif-ferent "kinds " at once (on the notion of "kinds of people " and the ways in which dif-ferent kinds appear and disappear in history, see Hacking, 1983, 1986, 1994, 1995, 1998). A person might be recognized as being a certain kind of radical feminist, homeless person, overly macho male, "yuppie, " street gang member, community activist, academic, kindergarten teacher, "at risk " student, and so on and so forth,

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Citations

Cites

Research works printed but not linked: 15

  1. Baudrillard J, 1989, America
  2. Bauman Z, 2000, Individualized society
  3. Beck U, 1992, Risk society
  4. Bourdieu P, 1998, Practical reason
  5. Gee JP, 2000, Journal of Adolescent and Adult Literacy, 43, 412
  6. Hacking I, 1994, Causal cognition: A multidisciplinary approach
  7. Holt M, 1999, Not yet "free at last": The unfinished business of the civil rights movement: Our battle for school choice
  8. Howe N, 2000, Millenials rising: The next great generation
  9. Knobel M, 1999, Everyday literacies
  10. Lankshear C, 1997, Changing literacies
  11. Luke A, 1995, Review of research in education, 21, 3
  12. Lyotard F, 1997, Postmodern fables
  13. Martin E, Science, medicine, and technology: The difference feminism has made
  14. Reich RB, 1992, The work of nations
  15. 10.4159/9780674237117 · DOI · Paper page

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Metadata

Authors
Gee, J. P.
Affiliations
University of Wisconsin–Madison (US)
Corresponding author
Gee, James Paul
ORCID
Gee, James Paul
Venue
Review of Research in Education
Publisher
American Educational Research Association (AERA)
Published
2000-01
Volume
25
Issue
1
Pages
99-125
ISSN
  • 0091-732X (ISSN-L)
  • 1935-1038
DOI
10.3102/0091732x025001099
OpenAlex
W2080339271
Cited by
2,727
References
130
Citations by year
2026: 100 · 2025: 116 · 2024: 108 · 2023: 96 · 2022: 101 · 2021: 163 · 2020: 188 · 2019: 223 · 2018: 158 · 2017: 155 · 2016: 198 · 2015: 164 · 2014: 173 · 2013: 145 · 2012: 153
FWCI
21.64
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Research in Education (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Cultural Studies › Cultural Identity and Representation
  • Social Sciences › Gender Studies › Gender, Sexuality, and Education
Keywords
identity, race, class, and gender, social recognition, identity construction, social identity theory, educational research methodology

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