The Reification of Identity Narratives in Teacher-Student Discourse During an Inquiry Project (Poster 30)

• In Event: AERA Poster Session One
  In Poster Session: Division C Science Poster Session One

Abstract

We present a year-long case study that documents the interactions between a teacher-research-mentor and two 11th grade students working on an extended inquiry physics project. All participants are Arab citizens of Israel (ACI). Data were collected through videotaped participant observation of authentic working sessions and interviews. An analytic lens composed of identity-narratives, social-linguistics, and the historical-social context related to ACI was employed to answer the following questions: (1) how are a teacher’s identity-narratives reified in teacher-student discourse? (2) how do they shape students’ learning? and (3) how do they emerge from social-historical contexts? The findings problematize the challenges involved in engaging minority students in STEM learning and illustrate how teachers’ identity narratives shape the social construction of student-teacher discourse.

Authors

• Lulu Garah, Technion Israel Institute of Technology
  Presenting Author

• Shulamit Kapon, Technion Israel Institute of Technology
  Presenting Author