“It’s almost like she’s two different people; one in English Literature class and another in song-writing club. I’d like to think the second one is the true her” (English teacher, inner London post-16 college)
This comment refers to a student who appeared to inhabit very different learner identities within two distinct contexts in her college: her academic English Literature class and an extra-curricular song-writing group. Within her English Literature class she had a reputation among her teachers for being disengaged, unproductive and sometimes disruptive; she was at risk of being removed from the course and frequently expressed her own desire to “drop out”. Within her song-writing club, she impressed staff members with her commitment, patience and creativity; she expressed positive feelings about this learning experience and the work she was producing. Continue reading “Learner identity, space and Black, working class young women”