Abstract
Informal learning has a significant impact on formal learning spaces despite the changes in its content, mode, and focus over time. In this context, I examine the case of Boma Girls High School, where informal learning takes place through a peer mentoring program that involves senior students mentoring new students and helping them adjust to school life. Through interviews and observations, I explore how ‘mothering’ creates a fertile space for learning and identity development. I discuss how students use cultural artifacts to perform various positional identities, which leads to changes in their behavior and knowledge. By modifying their actions and speech to reflect the expected image of a ‘good’ mother, students learn and grow. I argue that on the one hand, learning occurs for mothers (also known as mother guides) as they perform these positional identities, which are characterized by mothering processes and acts. Upon their assignment of a daughter, students take on the roles of caretakers, advisors, role models, comforters, and sometimes providers, which bolsters their sense of responsibility and provides more learning opportunities, including academic content. On the other hand, daughters look up to their mothers and assume certain positions that allow for guidance and assistance from their mentors, leading enhancement of the learning space. Through this process, students claim various positions marked by changes in how they speak and act. Educators can greatly benefit from this study as it will provide insight on how to effectively utilize cultural artifacts for learning purposes.
Presenters
Serah KivutiStudent, Doctoral Candidate, University of Wisconsin-Madison, Wisconsin, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Learner Diversity and Identities
KEYWORDS
INFORMAL LEARNING, IDENTITIES, CULTURAL ARTIFACTS, HIGH SCHOOL, PEER MENTORING
