EXPLORING ‘LEARNER IDENTITY’: THE GUIDING IDENTITY IN CONTEMPORARY TIMES

The present paper aims to explore the concept of ‘learner identity' and its relevance in the contemporary educational context. Amidst the changing educational landscape, an insight into the perception of students as learners, in the process of acquiring education, would prove to be instrumental in assimilating their many identities better in a common learning space. Students' perception of their learner identity could be positive or negative depending on their educational and social experiences, which in turn may influence their perception towards learning. It is crucial to throw some light on the identification process the students engage in and how this identity comes into existence along with the various factors involved in it. With this rationale in place and owing to the limited literature in the area, the present paper provides an overview of ‘learner identity' as an emergent concept. While doing so, the concept has been explored using the larger theoretical framework of ‘communities of practice' by Lave and Wenger which closely connects the act of learning with the process of identification. Owing to the anticipated future of virtual learning, the paper also puts forth the need for studying learner identity in the context of online education. The paper concludes by reiterating the relevance of learner identity not just for individual learners but for the entire educational community, especially in response to the multi-faceted educational requirements of contemporary times. The overall goal of the paper is to emphasize the role of learner identity as the most relevant identity type that nurtures not just one's educational experiences but one's way of life.