Like others, I agree that Gee is definitely stretching his defense of video games a little far and I, too, think he has simply avoided dealing with many of the negative effects of video games. For example, as our posts have exposed, we all know someone who has unfortunately replaced their effort and value in their real-world identity with obsessive dedication to some sort of a virtual one. My reading of Gee was colored by my prior knowledge, having only experienced a significant identity shift in a negative manner watching someone choose their World of Warcraft identity over their real-world identity. Investment in one’s identity obviously has the power Gee claims and so I must agree that building bridges and repairing damaged identities are a central goal for all teachers (57). How can we achieve the positive exchange of identities Gee claims, “real-world identities (some of which may have started as virtual identities in other play or school domains)…” (121), rather than the negative shifts I find more common with preferring a virtual to a real identity? Gee would find the answer within a properly established projective identity and use his students as scientists’ metaphor to prove this point. I just don’t know what a beneficial projective identity amounts to in the English classroom. Obviously, students must assume the identity of student and learner and this repair work is no easy task as being good at school carries more different meanings and values than any one teacher can possibly understand or repair. But what projective identity is available in the English class? Critic? That has too much prior baggage, even to those who are professing English, to be of actual use in the high school classroom. How does Gee actually play into the classroom? I find myself falling back on this question for most of his presented principles, identity is just bothering me the most at the moment.

To close, I will admit that I appreciate Gee’s vocabulary. Whether or not I agree with all of Gee’s positive analysis of the first-person shooter affinity group, I like the term.  Gee’s conception of triple identities really does interest me, but mainly frustrates me. I agree to his expanded view of literacy and most of his assessments about what is potentially lacking in current classrooms.  But can Gee’s learning principles practically fit into the practicing classroom? My projective identity as an English 610 student who fully appreciates the value of Gee’s book sure hopes so…