Includes bibliographical references and index.

Machine generated contents note: ch. 1 Learner identities in early education: an introduction to four themes -- ch. 2 Why story? -- ch. 3 Agency and dialogue -- ch. 4 Making connections across boundaries between places -- ch. 5 Recognising and re-cognising learning continuities -- ch. 6 Appropriating knowledges and learning dispositions in a range of increasingly complex ways -- ch. 7 Reconceptualising assessment.

Margaret Carr's seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new book, the authors outline the philosophy behind Learning Stories and call on the latest findings from the research projects they have led with teachers on learning dispositions and learning power to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment and narrative inquiry, this book contextualizes learning stories as a philosophical approach to education, learning and pedagogy.