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Paper presented at the 11th International Conference of the Learning Sciences (ICLS) 2014, Colorado, USA, 23-27 June, 2014
In a hybrid space where people enact multiple identifications across time and space,
this paper examines the question of why and how students shift from one identification to
another in school. Through a design-based research in a high school physics classroom
enacted to bring about a convergence of students’ out-of-school discourses and school-based
discourse, I analyzed the nature of identification undertaken by some students as they
navigated multiple discourses. Using Bakhtin’s work as an analytical frame, I suggest that
shifts in identification should be seen as a temporary appropriation of a dialogic other’s voice
(or ideological stance) and suppression of one’s preferred voice that is performed strategically
according to one’s situated interest at any particular point in time.
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