ABSTRACT
In this chapter, the author wants to connect the discussion of the tension he experience based on conflicts between the various aspects of his identity that are invoked in relation to the research enterprise, with an issue that has been of central concern to sociocultural researchers. While centering our research efforts on one or another setting, several authors have drawn implications for participants’ movement across contexts. In general, attention has gone to identifying key spaces for out-of-school learning, and to considering how they can make school activities look more like those done in “authentic”. In these ways, sociocultural perspectives have been valuable for countering those dominant narratives that call for aligning the practices in working class homes with school, for example, by exhorting parents to interact with their children in child-centered ways around such school-valued literacy practices as storybook reading.
