Abstract

This paper explores methodological questions in the study of identity through an examination and discussion of the empirical papers in this special issue. Particular attention is paid to the ways identity is operationalized in the study of how learning environments foster changes in students’ sense of self. The paper concludes that identity is a difficult construct to study in the context of learning environments because it is simultaneously performative and subjective, and these dual aspects of identity may be best operationalized in an interactional view, in which identity is conceptualized as a set of relations between aspects of identity rather than as a state that can be coded directly in data on learning.

摘要

本文通过对本期特刊的经验论文的审查和讨论，探索了身份研究中的方法论问题。在研究学习环境如何促进学生自我意识变化的研究中，应特别注意身份的运作方式。本文的结论是，身份是很难在学习环境中进行研究的结构，因为它同时具有执行性和主观性，并且身份的这些双重方面最好在交互视图中实现，在交互视图中，身份被概念化为一组关系身份方面之间的联系，而不是一种可以直接在学习数据中编码的状态。