Peer Activist Learning and Identity Development in a Community College

• In Event: Roundtable Session 116
  In Roundtable Session: Transformations of Teachers, Learners, and Identities

Abstract

This study investigates the development of learning identity among minority community college students in the context of a peer activist learning community based on critical-theoretical pedagogy through which students examine their own learning and identity development as they master critical social theories. This paper presents the findings of a two-year participatory research project that reveal synergistic links between learning and identity development as students simultaneously engage in the activist learning community, embrace learning as a meaningful activity, and develop a meaningful life agenda.

Authors

• Naja Berg Hougaard, The Graduate Center - CUNY

• Eduardo V. Vianna, LaGuardia Community College - CUNY