Shifts in trajectories in thought communities and “wobbly” identities enacted in computer-mediated classroom discussions
Diane L. Schallert, University of Texas at Austin, United States ; Kwangok Song, Arkansas State University, United States ; Michelle E. Jordan, Arizona State University, United States ; Soon Ah Lee, Chosun University, Korea (South) ; Yangjoo Park, Hannam University, Korea (South) ; Taehee Kim, North Carolina A&T State University, United States ; An-Chih Janne Cheng, DePaul University, United States ; Hsiang-Ning Rebecca Chu, I-Shou University, Taiwan ; Jane S. Vogler, Oklahoma State University, United States ; Ji-Eun Lee, Middle School Attached to College of Education, Korea (South)
International Journal of Educational Research Volume 80, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd
What it means for a diverse group of students to be taking a course together is explored with data from a graduate seminar that included oral and online written discussion at every class meeting. Analysis of written discussions, surveys, and reflection papers suggested that the students enacted different positional identities and engaged to different degrees with the course as discussion topics changed. Findings highlighted how students with different sociocultural pasts and projected futures can come together for a semester to construct knowledge and identities as reflected in and mediated by their positionings in discussion and by the different thought communities that each student aspires to join in the future, here termed their imagined future thought communities.
Schallert, D.L., Song, K., Jordan, M.E., Lee, S.A., Park, Y., Kim, T., Cheng, A.C.J., Chu, H.N.R., Vogler, J.S. & Lee, J.E. (2016). Shifts in trajectories in thought communities and “wobbly” identities enacted in computer-mediated classroom discussions. International Journal of Educational Research, 80(1), 49-59. Elsevier Ltd.