Identity discourse: problems, presuppositions and educational practice

States that identity discourse is one of the most significant ideas of our time but significant problems have arisen within this area of scholarship. Cites five problem areas as essentializing social groups, categorizing individuals automatically and superficially, failing to recognize the power/knowledge dynamic, marginalizing disparate voices and totalizing the individual. Suggests that these can be fruitfully re‐examined in light of competing presuppositional philosophies relevant to identity: rationalist and constructionalist. Discusses how each perspective is potentially beneficial to educators in this field and considers how they may be employed in their work with students and the curriculum.