Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves

Abstract

We introduce the notion of learning selves as a way of tracing learning across sites. Learning selves is a way of characterizing how people as learners are constituted in and between settings. Focusing on the concept of self represents an attempt to address what becomes of the person in sociocultural and dialogical theorizing. Through a discussion of central concepts in dialogical theory, we outline three analytical resources to examine and identify cultural constructions of learning selves. The first is narratives, the second categories, and the last inscriptions. By working through an episode of interaction, where a teacher and his students discuss and negotiate the use of a particular learning resource in school, we demonstrate how the analytical resources enable us to study the process through which particular versions of learning selves are put together and contrasted. Finally, we discuss the implications for educational research on learning and identity.

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