Routledge Self and Social Identity in Educational Contexts

This innovative volume integrates social identity theory with research on teaching and education to shed new and fruitful light on a variety of different pedagogical concerns and practices. It brings together researchers at the cutting edge of new developments with a wealth of teaching and research experience. The work in this volume will have a significant impact in two main ways. First and foremost, the social identity approach that is applied will provide the theoretical and empirical platform for the development of new and creative forms of practice in educational settings. Just as the application of this theory has made significant contributions in organisational and health settings, a similar benefit will accrue for conceptual and practical developments related to learners and educators – from small learning groups to larger institutional settings – and in the development of professional identities that reach beyond the classroom. The chapters demonstrate the potential of applying social identity theory to education and will stimulate increased research activity and interest in this domain. By focusing on self, social identity and education, this volume investigates with unprecedented clarity the social and psychological processes by which learners’ personal and social self-concepts shape and enhance learning and teaching. Self and Social Identity in Educational Contexts will appeal to advanced students and researchers in education, psychology and social identity theory. It will also be of immense value to educational leaders and practitioners, particularly at tertiary level. Review "This path-breaking volume puts social identity centre stage for understanding educational outcomes. By addressing the most central questions―from how to best promote learning in elementary through professional schools, reduce negative outcomes, and facilitate positive climates that allow everyone to feel like they belong and can learn―this volume is absolutely essential for theorists and practitioners alike. The editors have assembled some remarkable intellectuals who have collectively created a coherent volume that I predict will rapidly become a ‘classic’. No student or professional in education or psychology can read this impressive array of evidence concerning the essential role of social identities in learning without it profoundly shifting how they think and act in education settings." - Nyla R. Branscombe, Professor of Psychology, University of Kansas, USA "Books that are insightful, thoughtful provoking, and written in a way that is accessible to multiple reader types are hard to come by; this, we believe, is one of them. Mavor, Platow, and Bizumic (2017) have provided us with a book that is equally as important in education as it is in psychology. We would strongly encourage academics, educators, and students, who are interested in extending their knowledge of educational practice and research, to keep a copy of this book on their desk for easy access!" - Dean P. McDonnell and Laura M. Griffin, Frontiers in Psychology About the Author Kenneth I. Mavor is Lecturer in Psychology in the School of Psychology and Neuroscience at the University of St Andrews, UK. His research focuses on the cognitive underpinnings of self and identity and the implications of social identity in a variety of contexts including education, religiosity, collective action and health. Michael J. Platow is Professor of Psychology at the Australian National University and a Fellow of the Academy of Social Sciences in Australia. His research examines leadership and social influence, fairness and trust, prejudice and intergroup relations, and group identities and learning. His teaching has been recognised by a Commonwealth Office of Learning and Teaching Carrick Citation. Boris Bizumic is Senior Lecturer in Psychology in the Research School of Psychology at the Australian National University. His research expertise is in social