Despite the worldwide expansion of education, multiple exclusions continue to deny the right to quality education for all. School failure, Early School Leaving, and different forms of school disengagement affect numerous young people around the globe, particularly from the most disadvantaged social groups. One of the factors that explains this situation is the lack of meaning that students attribute to the form and content of school learning, a fact that emphasizes the importance of the student’s bond with the learning process. Despite this, the subjective dimension of learning has been a largely overlooked in previous research.

LEARNER aims to understand how the students’ learner identity is shaped through the articulation of different learning experiences and trajectories during secondary education. Simultaneously, it examines the influence of varying curricular policies, pedagogical practices, and social contexts on the formation of these identities.

The project is relevant and innovative as it aims at approaching learning inequalities by locating the students and their subjective relationships to learning at the very center of the analysis. Furthermore, it provides a holistic approach that combines curricular, pedagogic, and social/personal dimensions into the study of the learner identity that incorporates transformations over time.