#653: Co-Creating Identities: Dialogic Interactions in the Zone of Proximal Identity Development

Learning sciences needs a better understanding of how dialogue advances youth identity. In an ethnographic case study, we examined talk story exchanges between a graduate researcher and a Latine youth within an art-making program. Drawing on personal narratives and identity resources, both developed emerging trajectories of identification. Our findings show relational dialogic work can equitably center identity across roles, fostering the researcher's participant-observer stance and the youth's artist-activist becoming within a collaborative learning community.