96 Matching Annotations
  1. Nov 2015
    1. ‘‘Bluebie’’

      Clearly articulating levels of participation through physical attributes.

    2. He went on to suggest that new members have the optionof selecting different colored newbie faces when they initially register withWhyville, saying, ‘‘I just think it would be a good idea, so newbies who do not makemuch clams could get their own real skin color.’’

      Makes me think of LPP because the resources for newcomer participation may prohibit people from wanting to become a participant. This could turn off a lot perspective users.

    3. Examples of non-peach faces and bodies

      Did they vary in price or 'clams'? This would show direct variation with the 'value' of these body pieces and the implications it has in terms of racism.

    4. This argument that racism cannot be widespread because the author, a White person,has not experienced it firsthand or secondhand recapitulates many of the discussionson racism in the United States that have taken place among adults in nonvirtualsettings

      An instance that shows virtual worlds can mimic physical spaces in both their good and bad attributes. This is very much a real issue in the US and it is translating even in a virtual world with 'fake' people representing avatars.

    5. omments on the practice of assigning blank peach faces to newcomers

      Is this what happens to every newcomer?

    6. His opponent under-stood his screen name always_black as a marker of race, and after insulting him inchat mode with slurs, asked him to ‘‘bow, nigger, bow,’’ suggesting a racial stereo-type of subservient blacks. While the British writer and game journalist who sharedthese experiences in his essay chose the name always_black for reasons not relatedto his race, his experience demonstrates how people read a variety of informationpresented in online avatars as racial markers and act accordingly.

      This made me think of the discussions we had around figured worlds vs. communities of practice. One of the biggest differences that we identified is the component of identity in each- in figured worlds, identity can be ascribed to you, whereas in a community of practice, you are taking part in that identity. Here the British writer was ascribed to an identity in the virtual world.

    7. whether anything about race affects the participation and experiences of players

      What does virtual segregation look like in a game like Whyville?

    8. your representation of who you are or desire to be

      Is the author referring to representation in gameplay or in real life?

    9. rnet in her complaint about thedisparity between White and Black faces in Whyville. The absence of minorities in theInternet was originally framed as a ‘‘digital divide’’ (Curlew, 2005) between thosewith access to computers and the Internet and those without access.

      Thinking about how identities and figured worlds are defined differently or even similarly in a virtual world and how resources are shaping these. Digital divide could have been implying a segregation based on figured worlds and online Identity, but here the author uses it to distinguish a divide for accessibility.

    1. complicated and contingen

      Lack of insight from their conclusion is underwhelming. What did they contribute to future researchers in this field of study?

    2. yler (age 10) was a self-avowed user of cheatsand would sometimes announce his intention to “cheat.”

      Is this during independent gameplay or two-player? These implications mean different things depending on the goal; are they cheating to beat a competitor or are they cheating for personal gain? And are both these things detrimental to their identity as a 'gamer'?

    3. Tyler’s use of cheats differs in intention anddeployment depending on who he is playing with, what game he is playing, and how he hasconfigured the game. We also describe trajectories of learning with video games and howin-room resources shape this learning.

      I like that the author highlights the complexity of game playing; they are accounting for the fact that Tyler using cheat codes in one game is not directly correlational to his behaviors 'in-room' or a reflection of his morals, but that it pertains to specific games and in certain social settings (perhaps when he is playing 1-player games only).

    4. The two sides of this debate give us, on one hand, a view of video gamesas mind-numbing, antisocial, low culture activities or, on the other hand, as wellsprings ofnew cultural production, positive identity formation, and learning of all shapes and sizes.Our position in this—before we can decide what is and is not valuable about video games,we need to get much better descriptions of what people actually do and learn playing videogames under as naturally occurring conditions as possible.

      Interesting that the author labels the two distinct views and says they don't know where they stand until they have more information- in the research I have previously read the authors already have an assumption and use the data to persuade or support this assumption.

    5. Ecological validity is about having a basis to credibly claim that our researchaccounts are about how and what people do, learn, and think in daily life, and not simplyabout what they do within the context of contrived laboratory tasks

      Makes me think of all the articles on apprenticeship that we read about; what does learning entail? Is it the transfer of problem solving to real world contexts and careers, or are we using the basis of school curriculum? Here the author articulates that they will cover many types of learning and not just a translation to curricular learning.

    1. isease Control (vCDC), read about past cases, make predictions about future out-breaks, inquire about cures, and use tools to simulate the spread of the disease

      Wow! Cool way to make science really relevant to their avatar's lives.

    2. hanging out in room

      Once again, is there a group chat or how are students virtually 'hanging out'.

    3. Designing, selling, and buying face parts are not simply leisure activ-ities; they are core activities driven by Whyvillians’ interest in their online represen-tation of who they are and who they possibly could become

      Does anyone else find it strange that students are playing a game where the ultimate goal is to buy/sell virtual identities?

    4. 68%of the visitors are girls

      This is interesting. This is proportionally heavy on the girls, what could be the possible reasons for this? Could the science curriculum component make it feel like less of a game and more like school? This makes me think of Allen's article about the exploratorium and trying to make content driven tasks not feel artificial in the produced space.

    5. hanging out

      Interesting term. I would like to know the authors definition of "hanging out" and how he thinks it looks in a virtual world.

    6. Portal

      Is this avatar supposed to be inconspicuous?

    7. their new playplaces.

      When Nespor discusses public spaces, he describes them as a space produced through repeated actions- in this case the 'play places' are socially structured through online interactions.

    1. I do think that the values are a helpful framework for volunteers to understand why we make certain programmatic decisions at the conference

      I would love more explanation on why values are such a pivotal point for creating these sessions. And how closely or loosely can they align in order to partake in leading?

    2. At a meeting in early October, I ran a 30-minute session explicitly designed to engage the volunteers with Limmud Values -a

      Are they learning these values? Or is this something that they should only participate in/volunteer for if they already have these values?

    3. values

      If you have not, you should definitely read the #pathways article for this week!

    4. What does Limmud NY do in order to teach ourlay-leaders our values? Are they learned through the process of creating the conference or can they be taught more directly?

      It's interesting that you are thinking about what learning these volunteers are having through the experience of leading these groups. So technically, you are evaluating the learning that is taken place from the facilitators (or teacher) standpoint after becoming a part of the organization.

    1. This particular instance demonstrates how self-perceptions and the perceptions of others interact and inf luence one another in complex ways in the midst of con-nected constellations of situated events.

      Here we see that while Vossoughi & Gutiérrez focus on research methods on what to evaluate, here the author suggests that the student's perception of themselves plays a role. The previous article discussed how to think of students in these situations as not having deficits, but it seemed like a unilateral viewpoint, whereas this author evaluates learning from both standpoints.

    2. Places are also unique in that group, organi-zational, and institutional activities often shape very specific social expectations for participation and learning. In this way, the institutional constraints of places

      This makes me think of our #posing reading and our reading on museum visitors. These places are shaped for specific visitor experiences- though the interpretations vary.

    3. L e a r n i ng pat hway s a l so re su lt f rom persona l or sha red concerns , challenges or desires (e.g., in relation to a pressing circumstance, threat, or opportu-nity). Such concerns are broad and varied, from working to improve the academic achievement of youth in specific subjects, to protecting one’s community from envi-

      Becker would love agree. Viewing students as a living vessel with feelings, emotions, passions and interests and not removed from the planning and evaluating of academia is crucial to understanding why schools are not appropriately encouraging spaces for learning.

    4. These variations inf luence what positions people occupy and confront as they move from one social context to another, driving their participation in different ways in pa r t icu la r contex ts [Dreier, 20 09]. In ou r et hnog raphic work on students w it h d is-abilities, variations in life-wide supports greatly impacted how youth perceived their abilities and identified as learners, depending on their access to valued rights and opportunities

      This is similar to multi-sited learning, but at the same time there are varying characteristics. Pathways focusses more on the socio-cultural situations that students inhibit, whereas multi-sited focussed more on their settings of learning.

    5. Learners need to figure out how to adapt their abilities, interests, and identities across a diverse set of locations on a routine basis as they attempt to accomplish their goals or respond to the interests of other social ac-tors.

      This is very similar to the multi-sited learning article. However, this is interesting because it puts the emphasis on the learner needing to adapt these skills, whereas the other article was focussing on the lens in which the learner is assessed.

    6. The life-long, life-wide, and life-deep learning concepts allow us to better un-derstand the learning opportunities and impediments faced by learners.

      Thinking of 'life long learning' as an impediment is interesting. Students can definitely mislearn something, effecting their trajectory of learning.

  2. doc-0g-ag-prod-03-apps-viewer.googleusercontent.com doc-0g-ag-prod-03-apps-viewer.googleusercontent.com
    1. Interpretive research, therefore, involves working to un-derstand participants’ meaning perspectives on their own terms, rather than imposing external or normative categories

      This is interesting. How does 'disciplined subjectivity' work?

    2. This shift is particularly pressing for students whose out-of-school lives are treated as deficits or obstacles to be overcome, rather than resources to draw upon (Gonzalez, Moll, & Amanti, 2005; Gutiérrez et al., 1999; Lee, 2001), or whose interest-driven practices and expertise are devalued in school (Ito et al., 2013)

      This makes me think of FoK. Moll et al talked about students using their previous knowledge about wars to bring to the classroom discussion or about the students who have to deal with paperwork for their immigrant parents. This idea of outside school lives being a deficit is essential to thinking about why equity is not possible in the classroom. Also focussing on expertise as a strength speaks to the islands of expertise reading. If students master topics, then they are able to use that knowledge or the skills they gained to apply to new situations and understanding- this should be recognized as a strength!

    3. A multi-sited sensibility can help widen and deepen our analysis by work-ing to bring students’ histories of participation and experiences with various educational ecologies into the interpretive frame.

      This reminds me of Becker's paper on the problems with school and how students are removed from curriculum & classroom planning. However, Becker didn't address students' 'histories of participation' as a lens for best practice learning ecologies.

    4. Taking a dynamic, rather than static, view of culture also means understanding learning as an ongoing process of shifting participation within a cultural practice—one that contributes to the continued development of practices and communi-ties (Rogoff, 2003

      This 'shift' in participation is very closely tied yo LPP (Lave & Wenger). They describe learning as a 'movement' understanding the mobility in one's participation within these practices, but also leave the possibility of a reinvention, or a new interest. `

  3. Oct 2015
    1. Although Ms. Barry was not Samantha’s 6th-grade teacher, she was aware of the curriculum Samantha had had, and had also had Samantha in her homeroom that year. Drawing on this shared history, Ms. Barry continues to hold her pointing gesture toward the Shadow Fractions photograph while looking at Samantha. Sustaining the pointing gesture while referencing the previous year’s curriculum, Ms. Barry’s multimodal utterance keeps present together yesterday’s exhibit experience with last year’s classroom treatment of slope. Nodding, Samantha confirms that she remembers covering the topic of slope in the previous year.

      I think this gets very tricky when thinking about 'nodding' as a physical cue to demonstrate understanding. As a teacher, I feel like often times this is not a valid way to demonstrate understanding.

    2. On the one hand, these moments often had an explicit quality in which exact definitions and formulas were clarified in relation to specific exhibit features. At the same time, far from being planned in advance, review of classroom definitions and formulas was almost always sparked by students’ happenstance noticing and questioning.

      This seems like a struggle between trying to make it more 'school math' friendly, and trying to make it an organic experience.

    3. I interpret her gesture as both interactional and experiential. It is interactional in the sense that it produces a depiction of the cup and saucer for and available to Ms. Barry. It is visible embodied conduct, the aspect of gesture that has historically received the greatest attention in naturalistic studies of human interaction (Streeck, 2013). And yet, alongside the semiotic valence of Samantha’s tracing gesture, there is a lived sensory dimension, a proprioceptive and kinesthetic re-emergence of the feeling of drawing the cup and saucer. This felt quality is a kind of multisensory reverberation that participates, I suggest, in the experience of interrelating Sensing Ratios with school mathematics. Considering Sensing ratios in relation to school math evokes for Samantha a felt resonance with the act of drawing the cup and saucer

      The author suggests that by using embodied cognition she is not only seeing the saucer and cup as having resonance to school math through her experience, but she is able to translate that experience to someone else through this physical interactions.

    1. The®eldtripsdidnotsomuch`teach’asperfor mboundariesbetweenschoolandtheoutsideworld,betweenthekids’neighbourhoodsandthe`downtown’,betweenciviclifeandaconsumable`history
    2. Theproblem,instead,istoconceptualizecurriculumasaspatializingprocessandre-imagineschoolsthemselvesaspublicspacesinthebroadestsense.

      How does Nespor suggest we do this? How does a place with rules, regulations and routines resemble a public space? And how does this change the roles of the students?

    3. reincreasinglyimmobilizedinurbanlandscapes
  4. doc-0s-bk-prod-01-apps-viewer.googleusercontent.com doc-0s-bk-prod-01-apps-viewer.googleusercontent.com
    1. More experienced skaters, positionedas audience members in such instances, would occasionally be willing to watch the novice per-formers and applaud their efforts or share some wisdom. In one of our visits to the outdoor park,we met 9-year-old Peyton (Figure 2, in midtrick), wh

      Seems similar to a structure in inquiry based learning in the classroom. A teaching (who is more experienced) sits back and watches as the novice performers practice towards their goals, and exchanges wisdom or information on their performance.

    2. ngoing activity, in concert,plays a role in its constitution

      LPP- Everyone's participation is necessary in the construction of the story telling.

    3. might be urgent and accompaniedwith a certain thrill

      Highlights the importance of skating as an art form.

    1. Do students see themselves apart of a larger NYU student/ international student community when participatingin this type ofgroup or being alienatedfor needing this type of activity?

      Sounds like in a way it's their "alienation" that is bringing them together, so it is more of a reason for their existence within a society that is more aligned here.

    2. I would like to see if students develop a specific identityin relationship to the discussion group.

      This is also really interesting because you can push the conversations in directions of identity and get this information directly from the students themselves.

    3. English conversation group

      This probably sounds like a more feasible setting especially since it is clear who is participating and how frequently.

    1. AsAllenpointsoutinherpie

      Overall great job exchanging ideas from both the reading and the observations!

    2. Nice job! Overall great connections between readings and observations.

    3. Thispiece,whichinitiallyseemedtomeprettyboringandcertainlynotdeservingofcloserinspection,wasnowalotmoreinteresting.

      Very interesting. I noted that this room was strategically placed to combat museum fatigue due to it's immediate apprehendability, but you note here that it is actually the opposite. Awesome job for taking out the time to piece together what this side of the Whitney had to offer. I noted the emptiness of the room, but never questioned the significance of these pieces.

    4. Therewasnosign,noplacard,noguidehintingatthis,butthesheerlayoutofthepiecesandtheroomitselfmadethisthenaturalinclinationofallvisitors

      Interesting viewpoint! I focussed on why the benches were possibly placed in a specific location, while you focused on what they were implying by not placing the bench there and what it meant to each art piece. Perhaps where I thought a bench placement marked a sense of importance, you viewed it almost as a limitation.

    5. Themostobviouswaythiswasachievedinthegallerywasinthelayoutoftheworks.

      I also looked at the layout as a diversion from museum fatigue. I think the layout also plays a big role in terms of immediate apprehendability.

    1. In baseball season, I look at the paper every day. I watch, like, the high-lights on the news, listen to the radio. and I hear different stuff, like what other players are doing and that lets me know, like, that's a new thing for me. I always keep learning new things about baseball, and it makes me do the same things on the field.

      This directly relates to the building 'islands of expertise'. Though the act of reading the paper during baseball season is not directly effecting his playing, it is helping to solidify his knowledge about baseball as an island of expertise.

    1. he expertise of oth the inter-ested child and adult scientist reflect repeated exposure to domain-specific declarative knowledge, repeated practice in interpreting new content, mak-ing inferences to connect new knowledge to existing knowledge, repeated conversations with others who share or want to support the same interest, and so on.

      Interesting because this contrasts with communities of practice a bit. Although I understand why the author does not consider interested children a community of practice, the adult scientists are because they are contributing to the goals of a community. It almost sounds like the author is arguing that in order to be an 'expert' you just need to know a lot about a topic, but not necessarily contribute to the needs of that community- just engage with a critical lens and be up-to-date with material.

    2. the parents mig~t.\decide the boy would enjoy visiting a nearby train mu-. O,; 1 seum

      Don't know if this is too farfetched, but could this be an example of guided participation? The parents have now developed a sort of 'lesson plan' where they can implement curricula of the boys' interest and he is 'engaging in practice'.

    3. Even when a child ~~,.).Q..-( t:,V loses interest and an island of ex,Pertise begins to fade, the abstract and gen-(\...! 'f-A. <g \ era! themes that used the islands rich knowledge as a launching pa~ll re-4-iA ~~ . -\ , (_ IC main connected to children's otfler knowledge.

      Connects to FoK because Moll et al describes thinking as a distribution of knowledge through social interactions. However, this takes FoK a step further by saying that though the content knowledge may be limited for a certain time depending on interests invested, the implicit learning that occurred will be carried over to another 'island'.

    1. conversations flowed freely between various topics and, naturally, astronomy

      Once again the importance of 'natural' conversation. Not forced or content driven, but completely interest based.

    2. Some limited themselves toanswering people’s questions in a private manner, whereas others delivered lec-tures out loud.

      Social interactions as a form of resource; whether through small chats or larger conversations, they are learning through knowledge/experiences of others.

    3. Beyond attending to the material means through which astronomers fashiontheir practices, it is important to highlight the materiality of people’s goals asexpressed in the physical (e.g., a planet) and conceptual (e.g., observational skills)objects that themselves become central targets of long-term practice participation

      Here the author highlights the importance of tangible goals within the field of practice or hobby. Is this goal a form of 'resource'? These goals are important because this is where the drive to participate in the community is key and pushes the learner to break past a newcomer to the community.

    4. driving distance

      This article mentions 'distances' very often- even when discussing the research context. I think when interpreting access and resource in relations to hobbies one cannot ignore the physical access in terms of locations. One can study astronomy all they want, but the importance of these interactions and experience within a community of practice are unparalleled to anything they can read.

    5. motivesfor engaging the practice in the long run

      Interesting use of the word "motives" here. Not the word I would use when thinking about participating in a "hobby". How could this be read differently if the word 'goals' replaced it?

    6. As newcomers are assisted by more capable peers inworking with various aspects of garment making, they take on new responsibil-ities in the production process and develop into more mature forms of practiceparticipation.

      Azevedo does a nice job of summarizing how access to resources plays a role in accountability in LPP

    1. hough as specializedchild-focused settings, they are distinguishable from family- and community-basedtraditions in which children are largely integrated in community activities

      It is possible to use ideas around intent participation but still only conditioning a child only as a student, rather than a community member.

    2. “transmission”

      The word transmission implies very much a learn/repeat flow where there is little input or exchange. When observations are taking place with anticipation of participating, children are strategizing efficient ways of obtaining a goal without repeating.

    3. Now,instead of routinely helping adults, children are often involved in specialized child-focused exercises to assemble skills for later entry in mature activities from whichthey are often excluded in childhood. These specialized child-focused situations—especially schooling, but also pre-school lessons and child-focused conversation infamilies—often employ instructional practices and a concept of learning that wereheavily influenced by the organization of factories, forming a cultural traditionthat contrasts with intent participation.

      This reminds me of Lave and Wenger's chapter 3 where they discuss the importance of apprenticeship. Rogoff instead suggests the importance of intent participation may not necessarily build the craftsmanship that an apprenticeship may, but that students can learn the social skills, and interactions that will happen in the work environment through these participations. This idea of assembling skills for late entry doesn't seem to work since students aren't being immersed in the scenario since they are only surround by adults. This is why "school is a lousy place to learn", sometimes.

    4. What we call “listening-in” has been referred to by other authors as“eavesdropping,” which suggests that the people listened to would object, or “over-hearing,” which suggests passive chancing to hear, rather than active listening.)

      Observation versus listening-in : one is done intently while the latter is sort of just picked up. Why is it important for the author to emphasize that listening-in is usually against the subjects' will? Does it suggest the types of things these children are learning through listening in shouldn't be learnt?

    1. interest and pleasure that people gain arises through theirindividual engagement with the art work.

      Individual views vs. interactive behavior: seems like FoK playing here.

    2. adly, suchaesthetic exhaustion has now become relatively rare

      Is this type of response always the desired outcome of artwork?

    3. The location of the space,towards a restaurant, also guaranteed passing traffic as well as visitors actuallylooking carefully at the various pieces in the exhibition space.

      Places emphasis on placement of artwork as a very strategic thing. It addresses the issue of accessibility and building to the community of practice. Perhaps people who do not typically visit art exhibits will see this and join in the conversations.

    4. Thus, if a door is opened and someone isstanding next to the mirror or holding the mirror up to their face, theirimage will appear embedded in the picture

      This adds a personal touch. The active participant becomes apart of the installation, so their vision is playing along with the artists vision through conversation.

    5. aughter.

      Interesting choice of installation. It seems like humor is universal; something that everyone can relate to regardless of cultural differences.

    6. . There are relatively few studies of theways in which people both alone and with others respond to exhibits (such aspictures and sculptures)

      It's interesting that they are focussing on the process of being an active participant both alone and with others.

    7. We are concerned therefore with how people inordinary circumstances constitute the sense and significance of aestheticobjects through their interaction with others.

      Interesting. I noticed that visiting the Whitney was very much a social experience for many visitors. Most people came in groups or couples, exchanging ideas, opinions and interpretations of the pieces with one another.

    1. He has a fair amount of accurate knowledge about theperiod and contributes a perspective that links the children to thestory of Rose Blanche and to the present

      How does this exchange of knowledge become problematic if the information is not accurate. Communities can 'mislearn' something.

    2. For example, Susan, who has less information, neverhesitates to ask poignant questions that cause the children to think

      I love that they recognize Susan as an attribute to the FoK even though they acknowledge her lack of historical content.

    3. They are allwithin easy access of the children and are clearly labeled in both lan-guages

      Equity through access of resources, literally. Awesome!

    4. instruction builds on the children's interests.

      Lave & Wenger would be thrilled since they believe that students have no agency in what they are learning. By bridging the gap between their social worlds and the learning in their classrooms, they can now become participants in learning instead of recipients of information.

    5. For example, becauseof the nature of men's jobs in the labor market, knowledge aboutcar repairs is ample in this population.

      Trades can be very much culturally shaped; for example many of my Albanian relatives are in the restaurant business- allowing me access to knowledge about the hospitality world that someone else may not know. Interesting to think about how these trades become apart of a persons "funds of knowledge".

    6. Families mustalso depend on their social relationships, especially with kin, to gainaccess to or exchange resources on either side of the border.

      It's interesting to think of the parents' "funds of knowledge" being dependent on their children in some instances such as the government visits mentioned above. While these children may be gaining a different piece of knowledge (legalities, policies) parents are learning that their children are a form of resource. However can this crutch of children as resources limit the parents interconnectedness with their new environments?

  5. Sep 2015
    1. Coach J engagedconversations that fostered social relationships to sustain their effort in a difficultmoment As relationships were built, runners repeated important aspects of thepractice that allow them to gain competence.

      Fostering social relationships similar to the storytelling in the AA narratives. By creating a figured world, then they are able to gain an understanding.

    2. They argue that the ability todo the math alone is not enough to support strong mathematical identities for stu-dents; rather, mathematical identities are tied to understanding and eng

      Agreed! I see this way too often in my classes.

  6. newclasses.nyu.edu newclasses.nyu.edu
    1. Notice that the emotional involvement or identification comes only after a certain degree of competence is reached and that this degree of emotional involvement is necessary for further mastery

      I don't understand where confidence or self-assessment plays a role in this? What one may consider an expert, someone may consider a novice.

    2. Her feelings about socialites--and her distaste when she thought about herself as one-made ·identification with the world of romance at SU difficult for her.

      We often think about the things we want to identify ourselves with, but how many of our actions/decisions are shaped by avoiding identification with another group.

    3. The neophyte learned from others not only how to use the drug but also how to attend to and value the experience.

      Culture has created a necessity for us to think about how things "should be" in a relationship and people use those as indications for evaluating their relationships.

    4. To what extent does culture determine behavior? Is culture-defined as collective interpretations of social and material experience-merely an after-the-fact labeling of deep-seated human needs and interests stem-ming, say, from psychodynamic forces or from in-built materialist orien-tations?

      "Culture" is embedded in one's interpretations of their figured worlds- however, in chapter 4 they spoke about how our actions fit these figured worlds.

  7. newclasses.nyu.edu newclasses.nyu.edu
    1. S�the defi!lition of an alcoholic is not agreed upon in the wider society, arriving at this i�t�;:pretatlon -�revent�-is-a process negotiated between the drinker and fhose arouncrller-:1\A stories provide a set of_c:riteria by which the al�o­lioliccailbeTclentified.

      Who defines these criteria?

    2. hese identities affect how a person acts in the world.

      I often hear things like "you look like a teacher" or "you act like such a teacher" and I wonder if this is something that naturally occurs or am I subconsciously situating myself to fit into what is culturally acceptable for this group I identify by.

    3. A successful writer who finds she writes better with a few drinks, a college student who only gets drunk on the weekends, a businessman who drinks to loosen up in social situations-these people may not consider themselves alcoholics, but those around them may consider them so.

      This goes back to my comment from the previous chapter. Who decides what the boundaries for these groups are?

    4. Our identities are not just shaped by our knowledge and interpretations, but how our knowledge plays off of cultural knowledge. The reading claims that for some "self-understanding" is transformed. Is this creating prototypical members of this group?

    1. Asking if the Pope is a bachelor is akin to trying to redeem one's poker chips for money at an AA meeting. The questioner and the would-be redeemer have both mistaken the relevant figured world.

      This comparison seems that strong to me- though I agree that referring to the Pope as a bachelor is an example of culturally figured worlds, a poker player redeeming chips at an AA meeting seems like a misinterpretation of a physical object rather than the meaning behind that object.

    1. I think this is an interesting point, and to play off of that- how is can we use this these cultural interpretations to inform our teaching in school?

    1. We define supplementary education as the formal and informal learning and developmental enrichment opportunities that are provided for students outside of school and beyond the regular school day or year (Gordon & Bridglall, 2005).

      Isn't this criteria only widening the gap of students who are underprivileged? How will these resources be available to them? And how often do students 'mislearn' behaviors in non-traditional settings?

    2. what does 'risk' look like in formal settings vs. informal settings?

    1. In particular, unequal relations of power must be included more systematically in our analysis.

      Power dynamics in communities of practice shape the ways in which we learn and the roles we take in this process.

    2. It would be helpful to look at the informal learning that happens in school settings since intentional instruction is too multilayered to analyze due to these limitations.

    3. A person's intentions to learn are engaged and the meaning of learning is configured through the process of be­coming a full participant in a sociocultural practice.

      Consistent with Banks' (Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E., Gutiérrez, K. D., et al. (2007). Learning in and out of school in diverse environments: Life-long, life-wide, life-deep.) first principle.