Disrupting Storylines: A Case Study of One Adolescent’s Identity, Agency, and Positioning During Literacy Tutoring (original) (raw)
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Urban educational contexts are often seen as the epicenter of discussions of identity in education. Due to large--scale immigration, segregation, and clashing of teacher/student identities, literacy research in urban settings seeks to address these wider sociocultural issues. However, little attention is given to the teachers' sense making of multifaceted student identities. The purpose of this study is to understand how four teachers develop understandings of student identity through dialogic interaction. Thus, the conference theme "Dialogic Construction of Literacy" inherently frames this study as I look at teachers' construction of particular types of literacy practices, particularly those in which teachers "read the world" and "read the word" . Introduction