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24 - Identity Scholarship in Educational Psychology: Toward a Complex Dynamic Systems Perspective

from Part IV - Current Domains

Published online by Cambridge University Press:  29 October 2021

By
Avi Kaplan ,
Hanoch Flum ,
Ishwar Bridgelal  and
Joanna K. Garner
Edited by
Michael Bamberg ,
Carolin Demuth  and
Meike Watzlawik
Michael Bamberg
Affiliation:
Clark University, Massachusetts
Carolin Demuth
Affiliation:
Aalborg University, Denmark
Meike Watzlawik
Affiliation:
Sigmund Freud University, Berlin
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Summary

In this chapter, we describe our perspective on identity scholarship in the field of educational psychology. We begin with a short introduction to the centrality of identity and its development to the mission of education in the twenty-first century of preparing students, professionals, and citizens for adaptive life in a complex and changing world. We then review three perspectives on identity and their foci in educational psychological research: social cognitive and social psychological perspectives that foreground identity content, psychosocial perspectives that foreground identity structure and formation processes, and social cultural perspectives that foreground the role of culture in identity and its formation. We follow this by describing an emerging integrative perspective of identity as a complex dynamic system and its application in educational psychological scholarship. We conclude by noting several emergent areas of identity research in educational psychology, and we emphasize the potential for identity research to bridge educational psychological scholarship with educational practice and policy.

Keywords

Educational psychologyidentity structureidentity processidentity contentidentity formation
Type
Chapter
Information
The Cambridge Handbook of Identity , pp. 529 - 563
Publisher: Cambridge University Press
Print publication year: 2021

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