A story of learning, learning a culture, creating an identity

grantor: University of TorontoThis study centres on the interplay between learning and identity. It demonstrates how what one learns and how one learns it affect the development of one's identity and vice versa. Throughout, narrative is used both as a mode and a form of inquiry. My journey into the landscape of learning, which not everyone would describe as "typical", but which, like those of many others, has moral, emotional and aesthetic threads woven into it (Connelly and Clandinin, 1999), is re-traced. Important underlying significance and messages are revealed to support my view that one's landscape of learning and formulation of one's identity co-determine one another. By this study, I hope to deepen the understanding that learners are individual whole beings with different identities of their own. To this understanding, curriculum designing should be closely related and responsive.M.A