Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education

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dc.contributor.authorAllie, Saalihen_ZA
dc.contributor.authorArmien, Mogamat Nooren_ZA
dc.contributor.authorBurgoyne, Nicoletteen_ZA
dc.contributor.authorCase, Jennifer Men_ZA
dc.contributor.authorCollier-Reed, Brandon Ien_ZA
dc.contributor.authorCraig, Tracy Sen_ZA
dc.contributor.authorDeacon, Andrewen_ZA
dc.contributor.authorFraser, Duncan Men_ZA
dc.contributor.authorGeyer, Zulphaen_ZA
dc.contributor.authorJacobs, Ceciliaen_ZA
dc.contributor.authorJawitz, Jeffen_ZA
dc.contributor.authorKloot, Bruceen_ZA
dc.contributor.authorKotta, Lindaen_ZA
dc.contributor.authorLangdon, Geneven_ZA
dc.date.accessioned2014-10-28T14:02:07Z
dc.date.available2014-10-28T14:02:07Z
dc.date.issued2009en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in African Journal of Research in Mathematics Science and Technology Education on 2009, available online: http://www.tandfonline.com/10.1080/03043790902989457.en_ZA
dc.description.abstractIn this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering, we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware. We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice.en_ZA
dc.identifier.apacitationAllie, S., Armien, M. N., Burgoyne, N., Case, J. M., Collier-Reed, B. I., Craig, T. S., ... Langdon, G. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. <i>African Journal of Research in Mathematics Science and Technology Education</i>, http://hdl.handle.net/11427/8833en_ZA
dc.identifier.chicagocitationAllie, Saalih, Mogamat Noor Armien, Nicolette Burgoyne, Jennifer M Case, Brandon I Collier-Reed, Tracy S Craig, Andrew Deacon, et al "Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education." <i>African Journal of Research in Mathematics Science and Technology Education</i> (2009) http://hdl.handle.net/11427/8833en_ZA
dc.identifier.citationAllie, S., Armien, M., Burgoyne, N., Case, J., Collier-Reed, B., Craig, T., Deacon, A., Fraser, D., et al. 2009. Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. African Journal of Research in Mathematics Science and Technology Education.en_ZA
dc.identifier.issn1469-5898en_ZA
dc.identifier.ris TY - Journal Article AU - Allie, Saalih AU - Armien, Mogamat Noor AU - Burgoyne, Nicolette AU - Case, Jennifer M AU - Collier-Reed, Brandon I AU - Craig, Tracy S AU - Deacon, Andrew AU - Fraser, Duncan M AU - Geyer, Zulpha AU - Jacobs, Cecilia AU - Jawitz, Jeff AU - Kloot, Bruce AU - Kotta, Linda AU - Langdon, Genev AB - In this paper, we propose that learning in engineering involves taking on the discourse of an engineering community, which is intimately bound up with the identity of being a member of that community. This leads to the notion of discursive identity, which emphasises that students' identities are constituted through engaging in discourse. This view of learning implies that success in engineering studies needs to be defined with particular reference to the sorts of identities that students develop and how these relate to identities in the world of work. In order to achieve successful learning in engineering, we need to recognise the multiple identities held by our students, provide an authentic range of engineering-related activities through which students can develop engineering identities and make more explicit key aspects of the discourse of engineering of which lecturers are tacitly aware. We include three vignettes to illustrate how some of the authors of this paper (from across three different institutions) have applied this perspective of learning in their teaching practice. DA - 2009 DB - OpenUCT DP - University of Cape Town J1 - African Journal of Research in Mathematics Science and Technology Education KW - engineering education KW - student learning KW - discourse KW - identity KW - participation LK - https://open.uct.ac.za PB - University of Cape Town PY - 2009 SM - 1469-5898 T1 - Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education TI - Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education UR - http://hdl.handle.net/11427/8833 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8833
dc.identifier.vancouvercitationAllie S, Armien MN, Burgoyne N, Case JM, Collier-Reed BI, Craig TS, et al. Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. African Journal of Research in Mathematics Science and Technology Education. 2009; http://hdl.handle.net/11427/8833.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceAfrican Journal of Research in Mathematics Science and Technology Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/03043790902989457en_ZA
dc.subjectengineering educationen_ZA
dc.subjectstudent learningen_ZA
dc.subjectdiscourseen_ZA
dc.subjectidentityen_ZA
dc.subjectparticipationen_ZA
dc.titleLearning as acquiring a discursive identity through participation in a community: improving student learning in engineering educationen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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