ABSTRACT
Research in the learning sciences has established the relationship between learning and “identity,” and shown how the development of knowledge is intertwined with the process of becoming certain types of people (Lave & Wenger, 1991; Nasir & Hand, 2008; Wenger, 1998). To a more limited extent, studies have considered the learning-identity relation in terms of the power dynamics that operate at both macro-and micro-levels of social life (Esmonde & Langer-Osuna, 2013; Lewis & Moje, 2003; Wortham, 2006). Power-and how it is exercised through discourse-is of central concern in poststructural theory (Foucault, 1980). To date, though, poststructural theory has yet to gain signifi cant traction in the learning sciences.
