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Learning Identities, Education and Community
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    McLay, Katherine F. 2018. Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. Discourse: Studies in the Cultural Politics of Education, p. 1.

    Sefton-Green, Julian and Erstad, Ola 2017. Researching ‘learning lives’ – a new agenda for learning, media and technology. Learning, Media and Technology, Vol. 42, Issue. 2, p. 246.


Book description

This book offers a case study of children and young people in Groruddalen, Norway, as they live, study and work within the contexts of their families, educational institutions and informal activities. Examining learning as a life-wide concept, the study reveals how 'learning identities' are forged through complex interplays between young people and their communities, and how these identities translate and transfer across different locations and learning contexts. The authors also explore how diverse immigrant populations integrate and conceptualize their education as a key route to personal meaning and future productivity. In highlighting the relationships between education, literacy and identity within a sociocultural context, this book is at the cutting edge of discussions about what matters as children learn.


'Erstad, Gilje, Sefton-Green and their colleagues have gathered an extraordinary data set, following young people across the many contexts that make up their lives and tracing how they learn and become new types of people through linkages across domains. They offer a compelling account of how self, family, school, community and other influences together produce the trajectories of human lives as they are actually lived.'

Stanton Wortham - Boston College

'In this compelling book, Erstad and his colleagues welcome the reader to the Grorud Valley in Norway, where we meet children and youth as they negotiate significant points of transition. This text profoundly honors the Norwegian concept of 'Bildung' as the authors capture the children’s knowledge and interactions in the world as they move through school.”

Catherine Compton-Lilly - University of Wisconsin, Madison

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