Chapter 6. Gender Identity Development
1. At page 103 of Chapter 6, the author describes the process of "going underground" in order "to preserve important relational connections." Do you think it is justified to sacrifice connection with oneself in order to save connections with the others?
2. At page 108 of Chapter 6, there is Pastor's opinion that "There is a strong linking of family and politics" in "depiction of the home place." To what extent do you agree with this statement? Which aspect do you think is more important - family or politics? Or do you think they bear equal influence?
3. At page 115 of Chapter 6, the author says that "all school must become the all-encompassing homespaces" in which the "truths can be told and heard." What ways of turning schools into such homespaces would you suggest?
Nasir, N. S. and Hand, V. (2008). From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity
in Basketball and Classroom Mathematics
4. At page 144 of Nasir and Hand's book, the authors mention that "One conclusion researchers have drawn from these findings is that teachers might support better learning in school if they build on the understandings students are gaining outside of school." To what extent do you agree with this suggestion? What ways of maintaining the communication outside of school would you suggest?
5. At page 147, the authors remark that there is "not consistent agreement about what is meant by the term identity" and suggest several definition. How would you define identity?
6. At page 174, Nasir and Hand argue that "three aspects of practices - access to the domain, opportunities for taking up integral roles, and opportunities for self-expression and unique contribution - are critical to understanding differences in engagement." Which of these aspects, in your opinion, is the most crucial one?
Chapter 6. Gender Identity Development.
Nasir, N. S. and Hand, V. (2008). From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics. The Journal of the Learning Sciences, 17: 143-179.
