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Johnson’s class, Kenny also knew that Mr. Johnson perceived him as a well-behaved student because he was Paulina Smallwood’s son. For Kenny, another important part of being a Smallwood was being attentive and focused on learning while he was at school. ” For Kenny, being a “mature” student meant listening to the teacher, focusing on schoolwork, and being quiet in class. [Being good is] when you’re your thinking about things and you 36 MULTIPLE IDENTITIES AND THE SCIENCE SELF never talk or never get kicked out of the …I just acted like my mouth is stapled together…I am good at working and really good at listening so sometimes when I think // because sometimes when I think that I am not supposed to do something, I just don’t do it and whenever Ms.

651–679). Thousand Oaks, CA: Sage. , & Harré, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour, 20, 43–63. De Fina, A. (2009). Narratives in interview–The case of accounts. Narrative Inquiry, 19, 233–258. , & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press. Holstein, J. , & Gubrium, J. F. (2000). The self we live by: Narrative identity in a postmodern world. New York, NY: Oxford University Press.

2002). Culturally sensitive research approaches: An African-American perspective. Educational Researcher, 31, 3–12. , & Kane, J. M. (2011, June). Content learning and identity construction (CLIC): An interpretive framework to strengthen African American students’ mathematics and science learning in urban elementary schools. Symposium presented at the annual meeting of the Jean Piaget Society, Berkeley, CA. , Pappas, C. , Kane, J. , & Arsenault, A. , & Cowan, B. M. (2008). Urban primary-grade children think and talk science: Curricular and instructional practices that nurture participation and argumentation.

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