3 Matching Annotations
  1. Apr 2019
  2. Sep 2015
    1. Specifically, it makesthe case for a treatment of learning and identity that considers them to be intimatelyrelated to one another but also to be distinct processes. Thinking about learning andidentities in schools in this way might support a clearer conceptual understanding ofthe relation between learning and identity that does not conflate them or view themas unrelated.

      This article, as I understand it, provides arguments that identity and learning are intimately related, but not that they are distinct processes. While I agree with this statement that I highlighted, I wonder in what ways we can look to studies like this one to provide the nuance Nasir and Cook are looking for and claiming. It seems that Holland et al.'s description fits more with an understanding that identity and learning are not distinct processes.

    2. three levels of analysisthat are required to offer an account of identity, including individuals, social interac-tion, and broader society.

      Identity - must consider individuals, social interaction, broader society. This is consistent with previous readings