By Maria Varelas (auth.), Maria Varelas (eds.)

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Kane, J. M. (2009). Young African American children constructing identities in an urban scienceliteracy classroom. Unpublished doctoral dissertation. University of Illinois at Chicago. Kane, J. , & Pappas, C. C. (2006, October). Constructing spaces for science and literacy in an urban third-grade classroom. Paper presented at the annual meeting of the Association for Constructivist Teaching, Lisle, IL. , & Ditko, S. (1962, August). Amazing Fantasy (No. 15). New York, NY: Marvel Publishing. -M. (2004).

Kenny imagined a smart, responsible, and solitary scientist identity with which he worked in a lab to help superheroes and police officers make the world a better place. He connected his love of drawing comic-book characters with his science identity to communicate scientific understandings. For Kenny, being imaginative and responsible was as much a part of being a scientist as having scientific knowledge and engaging in scientific practices. In his Smallwood identity also, Kenny hints at the source of the responsible and imaginative identity markers.

30 MULTIPLE IDENTITIES AND THE SCIENCE SELF Kenny the Superhero Drawing on his extensive knowledge of comic-book stories, his love of science, and both real and fictional characters, Kenny constructed a superhero narrative to imagine a possible self with which to define his future and position himself as a force for good in the world. Superheroes are ordinary people who, through some traumatic or unexpected event, have acquired superpowers that have transformed their ordinary bodies into superhuman bodies.

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