Identity Should Form a Part of Any Pedagogical Theory and Practice

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Introduction
"My discovering my own identity doesn't mean that I work it out in isolation, but that I negotiate it through dialogue, partly overt, partly internal, with others...My own identity crucially depends on my dialogical relations with others" (Taylor, 1995, as cited in Abbey, 2000). If dialogical relations form the basis of how we understand ourselves in the world, it figures is should also form a part of any pedagogical theory and practice. While this is not the only consideration for a teacher, it provides a centre from which a number of useful educative considerations can be made. Firstly: students come with identities that are informed by many dialogical relations and that they learn by being in social communities. Secondly: dialogue is critical to the teaching process. It provides teachers with an in-the-moment assessment of students understanding, it invigorates interest and relevance. Thirdly: it is fundamentally democratic, it gives weight to students' knowledge and fosters their autonomy.
Constructivism
A constructivist classroom is not one that simply allows students free reign to discover whatever they want. It is a facilitated space that seeks to create learning experiences where learners build knowledge as members of a social community (Gregory, 2002). For Vygotsky, dialectical constructivism is defined by strongly guided participation and development occurs in the social interactions with more skilled members of society (O’Donnell, 2012, p. 113) This mode of teaching is by no means one of dominance over the less skilled, but rather a mentoring relationship. This is in contrast to Piaget's constructivism which is, as critiqued by Vygotsky, a process of development which appears to be "governed by natural l...

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...retical Concerns: Vygotsky on Imagination Development. Educational Perspectives, 39(2), 34–40.
Gredler, M. E. (2012). Understanding Vygotsky for the Classroom: Is It Too Late? Educational Psychology Review, 24(1), 113–131. doi:10.1007/s10648-011-9183-6
Gregory, M. R. (2002). Constructivism, standards, and the classroom community of inquiry. Educational Theory, 52(4), 397.
Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Englewood Cliffs, N.J: Prentice-Hall.
O’Donnell, A. M. (2012). Educational psychology / Angela M. O’Donnell ... [et al.]. Milton, Qld. : John Wiley & Sons, 2012. Retrieved from https://ezp.lib.unimelb.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat00006a&AN=melb.b4142602&scope=site
Schunk, D. H. (2012). Learning theories: an educational perspective (6th ed.). Boston: Pearson.

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