ABSTRACT
This chapter examines the interplay among teacher-student relationships, identity, and literacy practices. It focuses upon a discussion regarding how the relationship among these factors should raise an awareness and addresses a somewhat outdated approach to teaching framed around assumptions about adolescents, and consequently, perpetuates myths about them. The chapter presents the vignettes that also focuses on writing events and are designed to demonstrate how the student-teacher relationships in the collaborative groups further problematize this perspective of the adolescent and serve as catalysts to explore different teaching approaches that focus upon students' expectations, needs, and desires for learning. By exploring the ways collaborative learning can serve to shape and reshape identity and disciplinary literacy practices, secondary teachers can build upon them by tapping the myriad of experiences students have to make sense of the new knowledge they learn and continue to learn.
