ABSTRACT
In this chapter we focus on learners. However, this is not a discussion of the characteristics of ‘typical’ learners. Here we are concerned with aspects of learner identity and in particular the social nature of identity. First, we consider the way in which different learning theories offer different models of the learner. We distinguish between theories that focus on learners as individuals drawing on psychological or neuroscientific theories and those that consider learners and learning in social situations and social contexts. We then explore the relevance of learner identity and the concepts of cultural and identity capital to lifelong learning. We argue that lifelong learning discourses enjoin us to reconstitute our identities in new ways. These ‘identity narratives’ are controversial because they may be considered as empowering or regulatory depending on one’s point of view. Moreover, learner identities constructed as ‘desirable’ in lifelong learning discourses are not necessarily available to all because identity is socially shaped and individuals are not free to situate themselves in any identity narrative they may choose.
