Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/3495
Title: Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education
Authors: Allie, Saalih 
Armien, Mogamat Noor 
Burgoyne, Nicolette 
Case, Jennifer. M 
Collier-Reed, Brandon. I 
Craig, Tracy. S 
Deacon, Andrew 
Fraser, Duncan. M 
Geyer, Zulpha 
Jacobs, Cecilia 
Jawitz, Jeff 
Kloot, Bruce 
Kotta, Linda 
Langdon, Genevieve 
le Roux, Kate 
Marshall, Delia 
Mogashana, Disaapele 
Shaw, Corrinne 
Sheridan, Gillian 
Wolmarans, Nicolette 
Keywords: Engineering education;Student learning;Discourse;Identity;Participation
Issue Date: 2009
Publisher: Taylor & Francis
Source: Allie, S., et al. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4):359-367
Abstract: 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.
URI: http://hdl.handle.net/11189/3495
http://www.tandfonline.com/10.1080/03043790902989457
ISSN: 0304-3797
Rights: http://creativecommons.org/licenses/by-nc-sa/3.0/za/
Appears in Collections:Eng - Journal articles (DHET subsidised)

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