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What is a Learning Identity?
Learning identity is a key aspect of higher understanding and knowledge about how one learns, particularly their views about their ability to learn. People with a learning identity see themselves as learners, seek and engage life experiences with a learning attitude and believe in their ability to learn. At the extreme, if a person does not believe that they can learn, they will not. https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1428-6_229
Learning Identity Resources
Exploring Learning, Identity, and Power Through Life History and Narrative Research by
Publication Date: 2010
What stories can we tell of ourselves and others and why should they be of interest to others? Exploring Learning, Identity and Power through Life History and Narrative Research responds to these questions with examples from diverse educational and social contexts. The book brings together a collection of writing by different authors who use a narrative/life history approach to explore the experiences of a wide range of people, including teachers, nurses, young people and adults, reflecting on learning and education at significant moments in their lives.
Learning Identity by
Publication Date: 2006
This book describes how social identification and academic learning can deeply depend on each other, both through a theoretical account of the two processes and a detailed empirical analysis of how students' identities emerge and how students learn curriculum over a year in one classroom. The book traces the identity development of two students, showing how they came habitually to occupy characteristic roles across an academic year.
Towards a learning identity: Young people becoming learners after leaving school
This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET).
Culturally safe learning environments for Aboriginal learners
Education has not always been linked to safety and positive experiences for many Aboriginal learners. Their Aboriginal identity has been ignored and for many, linked to abuse and ridicule. Understanding the ongoing impacts of colonisation in modern day classrooms is an integral part of developing authentic relationships that improve training and assessment outcomes for Indigenous learners in Vocational Education and Training (VET). Cultural safety in the classroom is the key to creating an environment where Aboriginal learners can feel empowered to reach their full potential.
Being a learner: A virtue for the 21st century
Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of 'being a learner'- a virtue in the 21st century.
Charles Darwin University acknowledges the traditional custodians across the lands on which we live and work, and we pay our respects to Elders both past and present.