Doing Elite Identity: Practice Theory Approach

Roddy Walker

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

The article aims to provide an understanding of the development of individual identity within elite boarding schools. To this end, Herlufsholm School is perceived as a constellation of practices geared towards the production of the elite. During the empirical investigation, individual students attending the school were invited to construct narratives concerning their experiences and understandings of their trajectories of participation within this constellation. By condensing the meaning of these narratives, and operationalising a practice theory framework of situated learning inspired by Jean Lave and Etienne Wenger, it is possible to gain an understanding of how a Herlovian identity - perceived as an elite identity – becomes individualised through the relations and interactions occurring within the practices of the school.
Original languageEnglish
JournalTidsskrift for Medier, Erkendelse og Formidling
Volume2
Issue number2
Pages (from-to)106-126
ISSN2245-9855
Publication statusPublished - 2015
Externally publishedYes

Keywords

  • Elite identity
  • Elite boarding schools
  • Practice theory
  • Constellations of practice

Cite this

@article{844111e4baed4e7a8c815208d90db4f9,
title = "Doing Elite Identity: Practice Theory Approach",
abstract = "The article aims to provide an understanding of the development of individual identity within elite boarding schools. To this end, Herlufsholm School is perceived as a constellation of practices geared towards the production of the elite. During the empirical investigation, individual students attending the school were invited to construct narratives concerning their experiences and understandings of their trajectories of participation within this constellation. By condensing the meaning of these narratives, and operationalising a practice theory framework of situated learning inspired by Jean Lave and Etienne Wenger, it is possible to gain an understanding of how a Herlovian identity - perceived as an elite identity – becomes individualised through the relations and interactions occurring within the practices of the school.",
keywords = "Eliteidentitet, Elitekostskoler, Praksisteori, Praksiskonstellation, Elite identity, Elite boarding schools, Practice theory, Constellations of practice",
author = "Roddy Walker",
year = "2015",
language = "English",
volume = "2",
pages = "106--126",
journal = "Tidsskrift for Medier, Erkendelse og Formidling",
issn = "2245-9855",
number = "2",

}

Doing Elite Identity : Practice Theory Approach. / Walker, Roddy.

In: Tidsskrift for Medier, Erkendelse og Formidling, Vol. 2, No. 2, 2015, p. 106-126.

Research output: Contribution to journalJournal articleResearchpeer-review

TY - JOUR

T1 - Doing Elite Identity

T2 - Practice Theory Approach

AU - Walker, Roddy

PY - 2015

Y1 - 2015

N2 - The article aims to provide an understanding of the development of individual identity within elite boarding schools. To this end, Herlufsholm School is perceived as a constellation of practices geared towards the production of the elite. During the empirical investigation, individual students attending the school were invited to construct narratives concerning their experiences and understandings of their trajectories of participation within this constellation. By condensing the meaning of these narratives, and operationalising a practice theory framework of situated learning inspired by Jean Lave and Etienne Wenger, it is possible to gain an understanding of how a Herlovian identity - perceived as an elite identity – becomes individualised through the relations and interactions occurring within the practices of the school.

AB - The article aims to provide an understanding of the development of individual identity within elite boarding schools. To this end, Herlufsholm School is perceived as a constellation of practices geared towards the production of the elite. During the empirical investigation, individual students attending the school were invited to construct narratives concerning their experiences and understandings of their trajectories of participation within this constellation. By condensing the meaning of these narratives, and operationalising a practice theory framework of situated learning inspired by Jean Lave and Etienne Wenger, it is possible to gain an understanding of how a Herlovian identity - perceived as an elite identity – becomes individualised through the relations and interactions occurring within the practices of the school.

KW - Eliteidentitet

KW - Elitekostskoler

KW - Praksisteori

KW - Praksiskonstellation

KW - Elite identity

KW - Elite boarding schools

KW - Practice theory

KW - Constellations of practice

M3 - Journal article

VL - 2

SP - 106

EP - 126

JO - Tidsskrift for Medier, Erkendelse og Formidling

JF - Tidsskrift for Medier, Erkendelse og Formidling

SN - 2245-9855

IS - 2

ER -