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Studying Identity in Learning Contexts from a Human Sciences Perspective


by Na'ilah Suad Nasir — 2010

This chapter highlights two important challenges in studying identity in learning contexts from a human science perspective. The first challenge is integrating different perspectives and potential contradictions in accounts of identity. The second is considering both presented and authentic selves in accounts of identity. Both of these challenges stem from a concern with understanding the complexity of identity in learning contexts and with capturing critical nuances in theoretical accounts of identity.


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This article originally appeared as NSSE Yearbook Vol 109. No. 1.


Cite This Article as: Teachers College Record Volume 112 Number 13, 2010, p. 53-65
http://www.tcrecord.org ID Number: 18399, Date Accessed: 10/18/2017 9:15:37 AM

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About the Author
  • Na'ilah Nasir
    University of California, Berkeley
    E-mail Author
    NA’ILAH SUAD NASIR is associate professor of education and African American studies at the University of California, Berkeley. Her research centers on how issues of culture and race influence the learning, identity, and educational trajectories of African American students in urban school and community settings. Her recent publications include “Becoming a Hurdler: How Learning Settings Afford Identities” (2009) in Anthropology & Education Quarterly; “What Does It Mean to Be African American? Constructions of Racial/Ethnic Identity and School Performance in an Urban Public High School” (2009) in American Educational Research Journal; and “From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics” (2008) in Journal of the Learning Sciences.
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