Pathways through Adolescence: Individual Development in Relation to Social Contexts

By Lisa J. Crockett; Ann C. Crouter | Go to book overview

in activity and in the negotiation of knowledge with others. The forms of participation that one enjoys in high school are inseparable from one's knowledge of that institution and of the social world. This knowledge is inseparable from identity, and thus constitutes a powerful form of personal, group, and institutional trajectory.


REFERENCES

Bourdieu P. ( 1977). Aspects of a theory of practice. Cambridge, England: Cambridge University Press. (Original work published in 1972)

Coleman J. S. ( 1961). The adolescent society. New York: The Free Press.

Eckert P. ( 1989). Jocks and burnouts. New York: Teachers College Press.

Eckert P., Maxson J., Newman S., & Shethar A. (in preparation). The use and misuse of abstractions.

Hollingshead A. B. ( 1949). Elmtown's youth. New York: Wiley.

Lave J. (in preparation). Tailored learning: Apprenticeship and everyday practice among craftsmen in West Africa.

Lave J., & Wenger E. ( 1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Wenger E. ( 1991). Towards a theory of cultural transparency. Doctoral thesis: University of California at Irvine.

Wenger E. (in preparation). Communities of practice. New York: Cambridge University Press.

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