From huw.softdesigns@gmail.com Fri Jun 1 13:03:02 2018 From: huw.softdesigns@gmail.com (Huw Lloyd) Date: Fri, 1 Jun 2018 21:03:02 +0100 Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent In-Reply-To: <638F3A0C-07FB-4E2B-ABA1-5662635B44C0@cantab.net> References: <638F3A0C-07FB-4E2B-ABA1-5662635B44C0@cantab.net> Message-ID: Item c in David's enumeration makes an appearance in volume 4, p. 60-63. The hankering after "mental tools", in my opinion, is a major misapprehension by students of Vygotsky. It confuses development of the epistemological basis of knowing and activity with the notion of being given a tool! This, in turn, decouples (or ignores) the necessity for practices to embody epistemological forms of knowing from cultural participation. Culture then becomes some arbitrary set of practices that one is indoctrinated into, completely ignoring the necessity for the development in ways of knowing. Maybe the full pedology volume will help to rectify this. Best, Huw On 1 June 2018 at 01:21, Martin Packer wrote: > I?m holding my breath...! :) > > Martin > > > On May 30, 2018, at 11:04 PM, Larry Smolucha > wrote: > > Message from Francine: > > David thank you for the exposition on how the *Pedology of the > Adolescent* has come down to us over the years. It should be available in > English for its centennial (2031). > > > ---George Eliot > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180601/04becc55/attachment.html From dkellogg60@gmail.com Fri Jun 1 16:26:10 2018 From: dkellogg60@gmail.com (David Kellogg) Date: Sat, 2 Jun 2018 08:26:10 +0900 Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent In-Reply-To: References: <638F3A0C-07FB-4E2B-ABA1-5662635B44C0@cantab.net> Message-ID: Yes, someone on this list once remarked that a pencil has in coded form the history, the function, and even the structure of writing. So a pencil is composed of wood and graphite in one historical period and steel and lead in another; a pencil has the function of marking paper without marking the fingers, and both functions are realized by the structural relationship of the paper-marking element to the covering material. But I think the key word here is "coded"--the first encoding is only accessible to the historian, the second to the engineer, and the third is accessible, but ulitmately accidental, in the child's own writing. But learning the practice of writing is learning a form of knowing, of knowing written speech: it's not a form of decoding the history, structure and function of pencils. In East Asia we went from bamboo brushes to cell phones with only a generation or two at the pencil stage. In learning how literacy is taught, it's probably more useful to listen to what teachers say than it is to look at what they give the children; it is here that the essential knowledge is laid out in its uncoded form. My wife's experience of pencils at school was very different from that of her brother: he was the eldest son and got new pencils, while the first time my wife ever used a pencil longer than a stub of a few centimeters she was already in college. Her attitude towards new pencils is still almost reverent as a result, but I don't think it has had much effect on the way she writes. The post-it notes she has left me on this computer seem quite irreverent (particularly with regard to my memory capacity). dk David Kellogg Sangmyung University New Book with the Seoul Vygotsky Community Volume 1 of "Pedology of the Adolescent", ??? ?? (in the Korean language) http://www.aladin.co.kr/shop/wproduct.aspx?ItemId=148240197 On Sat, Jun 2, 2018 at 5:03 AM, Huw Lloyd wrote: > Item c in David's enumeration makes an appearance in volume 4, p. 60-63. > The hankering after "mental tools", in my opinion, is a major > misapprehension by students of Vygotsky. It confuses development of the > epistemological basis of knowing and activity with the notion of being > given a tool! This, in turn, decouples (or ignores) the necessity for > practices to embody epistemological forms of knowing from cultural > participation. Culture then becomes some arbitrary set of practices that > one is indoctrinated into, completely ignoring the necessity for the > development in ways of knowing. Maybe the full pedology volume will help to > rectify this. > > Best, > Huw > > On 1 June 2018 at 01:21, Martin Packer wrote: > >> I?m holding my breath...! :) >> >> Martin >> >> >> On May 30, 2018, at 11:04 PM, Larry Smolucha >> wrote: >> >> Message from Francine: >> >> David thank you for the exposition on how the *Pedology of the >> Adolescent* has come down to us over the years. It should be available >> in English for its centennial (2031). >> >> >> ---George Eliot >> >> >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180602/02bb6d1b/attachment.html From huw.softdesigns@gmail.com Fri Jun 1 20:10:06 2018 From: huw.softdesigns@gmail.com (Huw Lloyd) Date: Sat, 2 Jun 2018 04:10:06 +0100 Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent In-Reply-To: References: <638F3A0C-07FB-4E2B-ABA1-5662635B44C0@cantab.net> Message-ID: Much more than this, David. Consider the number of people that think Vygotsky is concerned with "mental tools" and that this constitutes development. On 2 June 2018 at 00:26, David Kellogg wrote: > Yes, someone on this list once remarked that a pencil has in coded form > the history, the function, and even the structure of writing. So a pencil > is composed of wood and graphite in one historical period and steel and > lead in another; a pencil has the function of marking paper without marking > the fingers, and both functions are realized by the structural relationship > of the paper-marking element to the covering material. > > But I think the key word here is "coded"--the first encoding is only > accessible to the historian, the second to the engineer, and the third is > accessible, but ulitmately accidental, in the child's own writing. But > learning the practice of writing is learning a form of knowing, of knowing > written speech: it's not a form of decoding the history, structure and > function of pencils. In East Asia we went from bamboo brushes to cell > phones with only a generation or two at the pencil stage. In learning how > literacy is taught, it's probably more useful to listen to what teachers > say than it is to look at what they give the children; it is here that > the essential knowledge is laid out in its uncoded form. > > My wife's experience of pencils at school was very different from that of > her brother: he was the eldest son and got new pencils, while the first > time my wife ever used a pencil longer than a stub of a few centimeters she > was already in college. Her attitude towards new pencils is still almost > reverent as a result, but I don't think it has had much effect on the way > she writes. The post-it notes she has left me on this computer seem quite > irreverent (particularly with regard to my memory capacity). > > dk > > David Kellogg > Sangmyung University > > New Book with the Seoul Vygotsky Community > > Volume 1 of "Pedology of the Adolescent", ??? ?? (in the Korean language) > > http://www.aladin.co.kr/shop/wproduct.aspx?ItemId=148240197 > > > On Sat, Jun 2, 2018 at 5:03 AM, Huw Lloyd > wrote: > >> Item c in David's enumeration makes an appearance in volume 4, p. 60-63. >> The hankering after "mental tools", in my opinion, is a major >> misapprehension by students of Vygotsky. It confuses development of the >> epistemological basis of knowing and activity with the notion of being >> given a tool! This, in turn, decouples (or ignores) the necessity for >> practices to embody epistemological forms of knowing from cultural >> participation. Culture then becomes some arbitrary set of practices that >> one is indoctrinated into, completely ignoring the necessity for the >> development in ways of knowing. Maybe the full pedology volume will help to >> rectify this. >> >> Best, >> Huw >> >> On 1 June 2018 at 01:21, Martin Packer wrote: >> >>> I?m holding my breath...! :) >>> >>> Martin >>> >>> >>> On May 30, 2018, at 11:04 PM, Larry Smolucha >>> wrote: >>> >>> Message from Francine: >>> >>> David thank you for the exposition on how the *Pedology of the >>> Adolescent* has come down to us over the years. It should be available >>> in English for its centennial (2031). >>> >>> >>> ---George Eliot >>> >>> >>> >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180602/778866db/attachment.html From lsmolucha@hotmail.com Sun Jun 3 05:38:57 2018 From: lsmolucha@hotmail.com (Larry Smolucha) Date: Sun, 3 Jun 2018 12:38:57 +0000 Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent In-Reply-To: References: <638F3A0C-07FB-4E2B-ABA1-5662635B44C0@cantab.net> , Message-ID: Message from Francine: Regarding tools of the mind (to use Budrova and Leong's terminology), there are two aspects of tools that haven't been acknowledged in this discussion. First: The concept of 'mental tools' is not literally the same as a manual tool used on an object, it can be used metaphorically or as a broader category of 'tool-usage.' Second: Tools and tool usage can be co-constructed during play or work activities. Tools (and their usage) are not always predetermined cultural artifacts. The proper usage of a work tool such as a pair of pliers can be taught in a shop class, but this doesn't rule out improvised use of the pliers in a new creative way. There is an unfortunate meta-narrative that has accompanied previous new publications on Vygotsky's theories that puts forth the new text as 'the' new correct view of Vygotsky's works. Every new text is an opportunity to raise new questions and open up avenues of research. Instead the new text is too often promoted as the definitive text that supercedes previous interpretations of Vygotsky's theory. It is ironic that David takes issue with Norris Minick's divisions of the development of Vygotsky's thinking in Volume One of the CW in English. I disagreed with Minick when he was first advocating that Vygotsky's real theory was to be found in Vygoysky's writings from 1932-1934 and that Vygotsky's earlier works were of no importance [during a graduate seminar at the University of Chicago in January 1987]. More recently Yasnitsky (2016) has presented the new authoritative 'revisionist' Vygotsky theory. In spite of these attempts to impose a new authoritative revision of Vygotsky's theory, individual practitioners and researchers continue to advance the field with what some 'experts' regard as misunderstandings. As David and his colleagues continue their ground breaking work of translating yet another Vygotsky text, this could open up a new productive dialogue that would carry on through the 21st century. What will Vygotsky's theory look like at mid-century or in the late 21st century? Will it have fallen on the wayside or thrive? ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Huw Lloyd Sent: Friday, June 1, 2018 10:10 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent Much more than this, David. Consider the number of people that think Vygotsky is concerned with "mental tools" and that this constitutes development. On 2 June 2018 at 00:26, David Kellogg > wrote: Yes, someone on this list once remarked that a pencil has in coded form the history, the function, and even the structure of writing. So a pencil is composed of wood and graphite in one historical period and steel and lead in another; a pencil has the function of marking paper without marking the fingers, and both functions are realized by the structural relationship of the paper-marking element to the covering material. But I think the key word here is "coded"--the first encoding is only accessible to the historian, the second to the engineer, and the third is accessible, but ulitmately accidental, in the child's own writing. But learning the practice of writing is learning a form of knowing, of knowing written speech: it's not a form of decoding the history, structure and function of pencils. In East Asia we went from bamboo brushes to cell phones with only a generation or two at the pencil stage. In learning how literacy is taught, it's probably more useful to listen to what teachers say than it is to look at what they give the children; it is here that the essential knowledge is laid out in its uncoded form. My wife's experience of pencils at school was very different from that of her brother: he was the eldest son and got new pencils, while the first time my wife ever used a pencil longer than a stub of a few centimeters she was already in college. Her attitude towards new pencils is still almost reverent as a result, but I don't think it has had much effect on the way she writes. The post-it notes she has left me on this computer seem quite irreverent (particularly with regard to my memory capacity). dk David Kellogg Sangmyung University New Book with the Seoul Vygotsky Community Volume 1 of "Pedology of the Adolescent", ??? ?? (in the Korean language) http://www.aladin.co.kr/shop/wproduct.aspx?ItemId=148240197 On Sat, Jun 2, 2018 at 5:03 AM, Huw Lloyd > wrote: Item c in David's enumeration makes an appearance in volume 4, p. 60-63. The hankering after "mental tools", in my opinion, is a major misapprehension by students of Vygotsky. It confuses development of the epistemological basis of knowing and activity with the notion of being given a tool! This, in turn, decouples (or ignores) the necessity for practices to embody epistemological forms of knowing from cultural participation. Culture then becomes some arbitrary set of practices that one is indoctrinated into, completely ignoring the necessity for the development in ways of knowing. Maybe the full pedology volume will help to rectify this. Best, Huw On 1 June 2018 at 01:21, Martin Packer > wrote: I?m holding my breath...! :) Martin On May 30, 2018, at 11:04 PM, Larry Smolucha > wrote: Message from Francine: David thank you for the exposition on how the Pedology of the Adolescent has come down to us over the years. It should be available in English for its centennial (2031). ---George Eliot -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180603/9cb883c5/attachment.html From andyb@marxists.org Sun Jun 3 05:48:45 2018 From: andyb@marxists.org (Andy Blunden) Date: Sun, 3 Jun 2018 22:48:45 +1000 Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent In-Reply-To: References: <638F3A0C-07FB-4E2B-ABA1-5662635B44C0@cantab.net> Message-ID: <589eb2e1-29e5-8b60-2319-829a25f69597@marxists.org> I heartily endorse the sentiment of the main body of your message, Francine. Even the "Primitive man, ...." which was deliberately excluded from the CW and contains definite errors, is also wonderfully rich and original in other respects. Vygotsky is one of those rare creatures who, in his short life produced not one, not two, not three but maybe even four original scientific theories. :) In relation to "mental tools" I accept that this is, in itself, a perfectly valid idea. But I would prefer it not be used in discussion about Vygotsky because it sets up a barrier to understanding Vygotsky's ideas about tools and signs. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 3/06/2018 10:38 PM, Larry Smolucha wrote: > > Message from Francine: > > > Regarding tools of the mind (to use Budrova and Leong's > terminology), there are two aspects of tools that haven't > been acknowledged in this discussion. > > > First: The concept of 'mental tools' is not literally the > same as a manual tool used on an object, it can be used > metaphorically or as a broader category of 'tool-usage.' > > > Second: Tools and tool usage can be co-constructed during > play or work activities. > > Tools (and their usage) are not always predetermined > cultural artifacts. The proper usage of a work tool such > as a pair of pliers can be taught in a shop class, but > this doesn't rule out improvised use of the pliers in a > new creative way. > > > There is an unfortunate meta-narrative that has > accompanied previous new publications on Vygotsky's > theories that puts forth the new text as 'the' new correct > view of Vygotsky's works. Every new text is an opportunity > to raise new questions and open up avenues of research. > Instead the new text is too often promoted as the > definitive text that supercedes previous interpretations > of Vygotsky's theory. It is ironic that David takes issue > with Norris Minick's divisions of the development of > Vygotsky's thinking in Volume One of the CW in English. I > disagreed with Minick when he was first advocating that > Vygotsky's real theory was to be found in Vygoysky's > writings from 1932-1934 and that Vygotsky's earlier works > were of no importance [during a graduate seminar at the > University of Chicago in January 1987]. More recently > Yasnitsky (2016) has presented the new authoritative > 'revisionist' Vygotsky theory. > > > In spite of these attempts to impose a new authoritative > revision of Vygotsky's theory, > > individual practitioners and researchers continue to > advance the field with what some 'experts' regard as > misunderstandings. > > > As David and his colleagues continue their ground breaking > work of translating yet another Vygotsky text, this could > open up a new productive dialogue that would carry on > through the 21st century. What will Vygotsky's theory look > like at mid-century or in the late 21st century? Will it > have fallen on the wayside or thrive? > > > > > ------------------------------------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Huw Lloyd > > *Sent:* Friday, June 1, 2018 10:10 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: English translation of Pedology of > the Adolescent > > Much more than this, David. Consider the number of people > that think Vygotsky is concerned with "mental tools" and > that this constitutes development. > > On 2 June 2018 at 00:26, David Kellogg > > wrote: > > Yes, someone on this list once remarked that a pencil > has in coded form the history, the function, and even > the structure of writing. So a pencil is composed of > wood and graphite in one historical period and steel > and lead in another; a pencil has the function of > marking paper without marking the fingers, and both > functions are realized by the structural relationship > of the paper-marking element to the covering material. > > But I think the key word here is "coded"--the > first encoding is only accessible to the historian, > the second to the engineer, and the third is > accessible, but ulitmately accidental, in the child's > own writing. But learning the practice of writing > is learning a form of knowing, of knowing written > speech: it's not a form of decoding the history, > structure and function of pencils. In East Asia we > went from bamboo brushes to cell phones with only a > generation or two at the pencil stage. In learning how > literacy is taught, it's probably more useful to > listen to what teachers say than it is to look at what > they give the children; it is here that the essential > knowledge is laid out in its uncoded form. > > My wife's experience of pencils at school was very > different from that of her brother: he was the eldest > son and got new pencils, while the first time my wife > ever used a pencil longer than a stub of a few > centimeters she was already in college. Her attitude > towards new pencils is still almost reverent as a > result, but I don't think it has had much effect on > the way she writes. The post-it notes she has left me > on this computer seem quite irreverent (particularly > with regard to my memory capacity). > > dk > > David Kellogg > Sangmyung University > > New Book with the Seoul Vygotsky Community > > Volume 1 of "Pedology of the Adolescent", ??? ?? (in > the Korean language) > > http://www.aladin.co.kr/shop/wproduct.aspx?ItemId=148240197 > > > > On Sat, Jun 2, 2018 at 5:03 AM, Huw Lloyd > > wrote: > > Item c in David's enumeration makes an appearance > in volume 4, p. 60-63. The hankering after "mental > tools", in my opinion, is a major misapprehension > by students of Vygotsky. It confuses development > of the epistemological basis of knowing and > activity with the notion of being given a tool! > This, in turn, decouples (or ignores) the > necessity for practices to embody epistemological > forms of knowing from cultural participation. > Culture then becomes some arbitrary set of > practices that one is indoctrinated into, > completely ignoring the necessity for the > development in ways of knowing. Maybe the full > pedology volume will help to rectify this. > > Best, > Huw > > On 1 June 2018 at 01:21, Martin Packer > > > wrote: > > I?m holding my breath...! :) > > Martin > > >> On May 30, 2018, at 11:04 PM, Larry Smolucha >> > > wrote: >> >> Message from Francine: >> >> David thank you for the exposition on how >> the /Pedology of the Adolescent/ has come >> down to us over the years. It should be >> available in English for its centennial (2031). >> >> >> ---George Eliot >> > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180603/3fb4703a/attachment.html From dkellogg60@gmail.com Sun Jun 3 14:59:39 2018 From: dkellogg60@gmail.com (David Kellogg) Date: Mon, 4 Jun 2018 06:59:39 +0900 Subject: [Xmca-l] Re: English translation of Pedology of the Adolescent In-Reply-To: <589eb2e1-29e5-8b60-2319-829a25f69597@marxists.org> References: <638F3A0C-07FB-4E2B-ABA1-5662635B44C0@cantab.net> <589eb2e1-29e5-8b60-2319-829a25f69597@marxists.org> Message-ID: Vygotsky himself says that many things that he and his colleagues firmly believed had to be discarded as errors (Author's Preface to T&S). Vygotsky is working in a poor country, with a lousy library,and (having done this myself for most of my life) I can say that this is not conducive to critical assimilation of the literature from the cutting edge. So for example in Pedolgy of the Adolescent Chapter Six, Vygotsky has laid out his reasons for thinking that the "non-coincidence of general-anatomic maturation and sociocultural maturation" is the contradiction that characterizes the Social Situation of Development (he doesn't yet call it that, though). So he is presenting three reasons for the importance of sexual maturation to . One is the clear correlation between delayed puberty and underachievement in schools being reported in the USSR. Another is the equally clear link between sex hormones and growth spurts. But the third reason is a set of "rejuvenation" experiments undertaken by Steinach and perfected by a chap called Voronoff in France. This involved transplanting tissue from monkey testicles into the scrota of the very rich, something Vygotsky imagines produces "clear evidence of rejuvenation". Steinach, who worked with non-human guinea pigs, was nominated for a Nobel six or seven times (but, significantly, never got one). Voronoff was apparently popular enough with limp millionaires to marry a Rumanian princess. But today we we know that tissues would have been instantaneously rejected by the immune system. Even at the time, Irving Berlin wrote a rather satirical song for a Marx brothers movie about it: Let me take you by the hand Over to the jungle band If you're too old for dancing Get yourself a monkey gland Go, my little dearie, there's the Darwin theory Telling me and you To do the Monkey Doodle Doo dk David Kellogg Sangmyung University New Book with the Seoul Vygotsky Community Volume 1 of "Pedology of the Adolescent", ??? ?? (in the Korean language) http://www.aladin.co.kr/shop/wproduct.aspx?ItemId=148240197 On Sun, Jun 3, 2018 at 9:48 PM, Andy Blunden wrote: > I heartily endorse the sentiment of the main body of your message, > Francine. Even the "Primitive man, ...." which was deliberately excluded > from the CW and contains definite errors, is also wonderfully rich and > original in other respects. Vygotsky is one of those rare creatures who, in > his short life produced not one, not two, not three but maybe even four > original scientific theories. :) > > > In relation to "mental tools" I accept that this is, in itself, a > perfectly valid idea. But I would prefer it not be used in discussion about > Vygotsky because it sets up a barrier to understanding Vygotsky's ideas > about tools and signs. > > > Andy > ------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 3/06/2018 10:38 PM, Larry Smolucha wrote: > > Message from Francine: > > > Regarding tools of the mind (to use Budrova and Leong's terminology), > there are two aspects of tools that haven't been acknowledged in this > discussion. > > > First: The concept of 'mental tools' is not literally the same as a > manual tool used on an object, it can be used metaphorically or as a > broader category of 'tool-usage.' > > > Second: Tools and tool usage can be co-constructed during play or work > activities. > > Tools (and their usage) are not always predetermined cultural artifacts. > The proper usage of a work tool such as a pair of pliers can be taught in a > shop class, but this doesn't rule out improvised use of the pliers in a new > creative way. > > > There is an unfortunate meta-narrative that has accompanied previous new > publications on Vygotsky's theories that puts forth the new text as 'the' > new correct view of Vygotsky's works. Every new text is an opportunity to > raise new questions and open up avenues of research. Instead the new text > is too often promoted as the definitive text that supercedes previous > interpretations of Vygotsky's theory. It is ironic that David takes issue > with Norris Minick's divisions of the development of Vygotsky's thinking in > Volume One of the CW in English. I disagreed with Minick when he was first > advocating that Vygotsky's real theory was to be found in Vygoysky's > writings from 1932-1934 and that Vygotsky's earlier works were of no > importance [during a graduate seminar at the University of Chicago in > January 1987]. More recently Yasnitsky (2016) has presented the new > authoritative 'revisionist' Vygotsky theory. > > > In spite of these attempts to impose a new authoritative revision of > Vygotsky's theory, > > individual practitioners and researchers continue to advance the field > with what some 'experts' regard as misunderstandings. > > > As David and his colleagues continue their ground breaking work of > translating yet another Vygotsky text, this could open up a new productive > dialogue that would carry on through the 21st century. What will Vygotsky's > theory look like at mid-century or in the late 21st century? Will it have > fallen on the wayside or thrive? > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Huw Lloyd > > *Sent:* Friday, June 1, 2018 10:10 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: English translation of Pedology of the Adolescent > > Much more than this, David. Consider the number of people that think > Vygotsky is concerned with "mental tools" and that this constitutes > development. > > On 2 June 2018 at 00:26, David Kellogg wrote: > > Yes, someone on this list once remarked that a pencil has in coded form > the history, the function, and even the structure of writing. So a pencil > is composed of wood and graphite in one historical period and steel and > lead in another; a pencil has the function of marking paper without marking > the fingers, and both functions are realized by the structural relationship > of the paper-marking element to the covering material. > > But I think the key word here is "coded"--the first encoding is only > accessible to the historian, the second to the engineer, and the third is > accessible, but ulitmately accidental, in the child's own writing. But > learning the practice of writing is learning a form of knowing, of knowing > written speech: it's not a form of decoding the history, structure and > function of pencils. In East Asia we went from bamboo brushes to cell > phones with only a generation or two at the pencil stage. In learning how > literacy is taught, it's probably more useful to listen to what teachers > say than it is to look at what they give the children; it is here that > the essential knowledge is laid out in its uncoded form. > > My wife's experience of pencils at school was very different from that of > her brother: he was the eldest son and got new pencils, while the first > time my wife ever used a pencil longer than a stub of a few centimeters she > was already in college. Her attitude towards new pencils is still almost > reverent as a result, but I don't think it has had much effect on the way > she writes. The post-it notes she has left me on this computer seem quite > irreverent (particularly with regard to my memory capacity). > > dk > > David Kellogg > Sangmyung University > > New Book with the Seoul Vygotsky Community > > Volume 1 of "Pedology of the Adolescent", ??? ?? (in the Korean language) > > http://www.aladin.co.kr/shop/wproduct.aspx?ItemId=148240197 > > > On Sat, Jun 2, 2018 at 5:03 AM, Huw Lloyd > wrote: > > Item c in David's enumeration makes an appearance in volume 4, p. 60-63. > The hankering after "mental tools", in my opinion, is a major > misapprehension by students of Vygotsky. It confuses development of the > epistemological basis of knowing and activity with the notion of being > given a tool! This, in turn, decouples (or ignores) the necessity for > practices to embody epistemological forms of knowing from cultural > participation. Culture then becomes some arbitrary set of practices that > one is indoctrinated into, completely ignoring the necessity for the > development in ways of knowing. Maybe the full pedology volume will help to > rectify this. > > Best, > Huw > > On 1 June 2018 at 01:21, Martin Packer wrote: > > I?m holding my breath...! :) > > Martin > > > On May 30, 2018, at 11:04 PM, Larry Smolucha > wrote: > > Message from Francine: > > David thank you for the exposition on how the *Pedology of the > Adolescent* has come down to us over the years. It should be available in > English for its centennial (2031). > > > ---George Eliot > > > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180604/682266d4/attachment.html From arturo.escandon@gmail.com Mon Jun 4 22:22:00 2018 From: arturo.escandon@gmail.com (Arturo Escandon) Date: Tue, 5 Jun 2018 14:22:00 +0900 Subject: [Xmca-l] Re: Martin Chapter 8 In-Reply-To: References: Message-ID: Thank you for sharing. What a wonderful work. Arturo On Wed, May 16, 2018 at 1:24, mike cole wrote: > Martin is unable to get his attachments through to xmca. I am forwarding > chapter > 8 sent initially in response to Peter S's inquiry about the sources of > ideas. > mike > > > -- > A man's mind-what there is of it- has always the advantage of being > masculine, - as the smallest birch-tree is of a higher kind than the most > soaring palm, - and even his ignorance is of a sounder quality. > ---George Eliot > -- Sent from Gmail Mobile -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/e98de5c5/attachment.html From wester@uga.edu Tue Jun 5 09:43:44 2018 From: wester@uga.edu (Katherine Wester Neal) Date: Tue, 5 Jun 2018 16:43:44 +0000 Subject: [Xmca-l] cultural constructions of childhood? Message-ID: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/b7823dda/attachment.html From mpacker@cantab.net Tue Jun 5 11:11:39 2018 From: mpacker@cantab.net (Martin Packer) Date: Tue, 5 Jun 2018 13:11:39 -0500 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: Message-ID: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> Katie, I believe that someone mentioned this? :) > Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/eeacbd80/attachment.html From jrtudge@uncg.edu Tue Jun 5 11:24:18 2018 From: jrtudge@uncg.edu (Jonathan Tudge) Date: Tue, 5 Jun 2018 14:24:18 -0400 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> Message-ID: Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents , Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > Katie, I believe that someone mentioned this? :) > > Cultural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/105dc3da/attachment.html From wester@uga.edu Tue Jun 5 11:31:18 2018 From: wester@uga.edu (Katherine Wester Neal) Date: Tue, 5 Jun 2018 18:31:18 +0000 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net>, Message-ID: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Jonathan Tudge Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/9e81030f/attachment.html From mpacker@cantab.net Tue Jun 5 11:36:20 2018 From: mpacker@cantab.net (Martin Packer) Date: Tue, 5 Jun 2018 13:36:20 -0500 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> Message-ID: Of articles there are a million! Here?s a good compilation: Levine, R. A., & New, R. S. (Eds.). (2008). Anthropology and child development: A cross-cultural reader. Malden, MA: Blackwell. Martin > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > From: xmca-l-bounces@mailman.ucsd.edu on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents , Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: > Katie, I believe that someone mentioned this? :) > > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) > > > >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/9038c600/attachment.html From smago@uga.edu Tue Jun 5 12:02:20 2018 From: smago@uga.edu (Peter Smagorinsky) Date: Tue, 5 Jun 2018 19:02:20 +0000 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> Message-ID: Jon, no doubt?. Another classic. I don?t know if it?s dated or not; I haven?t read it in decades. Children's Minds (9780393951011): Margaret Donaldson: Books https://www.amazon.com/Childrens-Minds-Margaret-Donaldson/dp/0393951014 1. Developmental psychologist Margaret Donaldson shows that much of the intellectual framework on which we base our teaching is misleading. We both ... From: xmca-l-bounces@mailman.ucsd.edu On Behalf Of Jonathan Tudge Sent: Tuesday, June 5, 2018 2:24 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/38722d32/attachment.html From Anne-Nelly.Perret-Clermont@unine.ch Tue Jun 5 12:18:02 2018 From: Anne-Nelly.Perret-Clermont@unine.ch (PERRET-CLERMONT Anne-Nelly) Date: Tue, 5 Jun 2018 19:18:02 +0000 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net>, , Message-ID: <7051066A-9423-4FCD-8D9F-4F1AF622C83B@unine.ch> This is a wonderful movie by Alain Chabat & Thomas on the first year of life in different cultures. This is the trailer but the full movie should be available. The pictures and the scenes are wonderful https://youtu.be/aQEtpsmlUIA Anne-Nelly Perret-Clermont Universit? de Neuch?tel Switzerland Le 5 juin 2018 ? 20:33, Katherine Wester Neal > a ?crit : Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/2b39059a/attachment.html From mpacker@cantab.net Tue Jun 5 12:54:36 2018 From: mpacker@cantab.net (Martin Packer) Date: Tue, 5 Jun 2018 14:54:36 -0500 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: <7051066A-9423-4FCD-8D9F-4F1AF622C83B@unine.ch> References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> <7051066A-9423-4FCD-8D9F-4F1AF622C83B@unine.ch> Message-ID: <629E0361-1C31-424D-9CEC-2584BAA94826@cantab.net> Yes, ?Babies? is wonderful! The final scene is triumphant! And it?s very popular in the classroom, in my experience. Martin > On Jun 5, 2018, at 2:18 PM, PERRET-CLERMONT Anne-Nelly wrote: > > This is a wonderful movie by Alain Chabat & Thomas on the first year of life in different cultures. This is the trailer but the full movie should be available. The pictures and the scenes are wonderful > https://youtu.be/aQEtpsmlUIA > > Anne-Nelly Perret-Clermont > Universit? de Neuch?tel > Switzerland > > > Le 5 juin 2018 ? 20:33, Katherine Wester Neal > a ?crit : > > Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents , Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: > Katie, I believe that someone mentioned this? :) > > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) > > > >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/0840d8d3/attachment.html From mpacker@cantab.net Tue Jun 5 13:12:20 2018 From: mpacker@cantab.net (Martin Packer) Date: Tue, 5 Jun 2018 15:12:20 -0500 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> Message-ID: Some resources here too: > Martin > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > From: xmca-l-bounces@mailman.ucsd.edu on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents , Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: > Katie, I believe that someone mentioned this? :) > > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) > > > >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/0ff3d24d/attachment.html From a.j.gil@iped.uio.no Tue Jun 5 14:00:34 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Tue, 5 Jun 2018 21:00:34 +0000 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> , Message-ID: <1528232434572.75498@iped.uio.no> That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this... :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself" (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180605/f3854246/attachment-0001.html From wester@uga.edu Tue Jun 5 18:13:52 2018 From: wester@uga.edu (Katherine Wester Neal) Date: Wed, 6 Jun 2018 01:13:52 +0000 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: <1528232434572.75498@iped.uio.no> References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> , , <1528232434572.75498@iped.uio.no> Message-ID: Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Alfredo Jornet Gil Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment.html From greg.a.thompson@gmail.com Tue Jun 5 21:22:31 2018 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Wed, 6 Jun 2018 13:22:31 +0900 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> <1528232434572.75498@iped.uio.no> Message-ID: Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal wrote: > Thanks again! I'd forgotten about the * Babies* movie, and yes, it's > perfect for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but > we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > *Sent:* 05 June 2018 22:12 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children- > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and adolescents > , > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > > Katie, I believe that someone mentioned this? :) > > ural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment.html From greg.a.thompson@gmail.com Wed Jun 6 21:07:41 2018 From: greg.a.thompson@gmail.com (Greg Thompson) Date: Thu, 7 Jun 2018 13:07:41 +0900 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> <1528232434572.75498@iped.uio.no> Message-ID: and a few more on the anthropology front (in case you are still interested): Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb and De Loache have a new *A World of Babies* edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: *Talking Like Children: Language and the Production of Age in the Marshall Islands.* Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson wrote: > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_ > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > 20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id= > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, such >> as course syllabus, etc. in one place, so that next time someone looks for >> the same, they can find it immediately. Right now, is still possible to do >> searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> 2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment.html From dkellogg60@gmail.com Fri Jun 8 15:00:06 2018 From: dkellogg60@gmail.com (David Kellogg) Date: Sat, 9 Jun 2018 07:00:06 +0900 Subject: [Xmca-l] Necessities and Necessariness Message-ID: Andy has an amazing on-line discussion, going back almost exactly two decades, on "Freedom as the Recognition of Necessity", which was Engels's exaptation of a Heglian formulation (which in turn comes from Spinoza. https://www.marxists.org/reference/archive/hegel/txt/davie07.htm As I understand it, Andy is arguing that freedom as the recognition of necessity in Hegel and Spinoza is a kind of philosophical resignation to one's fate, but in Marx and Vygotsky it is a kind of active realization of one's own labor and hence one's own selfhood in the transformation of the environment. The Soviet model of Marxism is a negation of both of these. On the one hand, externalization is active in nature, because it really involves turning the tables on the environment and forcing it to adapt to human necessities. And on the other hand it has very little room for "one's own labor" and still less for "one's own selfhood": "One" is not a statistically significant, hence not a necessary, number. I think one way to reconcile this view with Andy's view is to make a distinction between externalization as the recognition of the necessariness of necessities, and externalization as the recognition of both one's own necessariness and that of others. These seem to me to be two distinct processes, belonging to two different stages of development (and to the deveopment of tools on the one hand and signs on the other). But perhaps "seem" is the word I should be stressing. (In the article linked below, which I did with my wife, there is this four year old girl who is trying to learn the times tables. She keeps getting stuck: Why can't you just put three and five together and get thirty five? Her grandmother is old school: your solution counts for nothing: Your presumed necessariness is not as important as instrumental necessity. And of course at one stage of development that is true; but "sustainable development" is everywhere and always a contradiction in terms: no development can ever sustain itself against itself.) David Kellogg Sangmyung University New in *Early Years*, co-authored with Fang Li: When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and maths in the grandmother tongue Some free e-prints available at: https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment.html From andyb@marxists.org Fri Jun 8 19:00:59 2018 From: andyb@marxists.org (Andy Blunden) Date: Sat, 9 Jun 2018 12:00:59 +1000 Subject: [Xmca-l] Re: Necessities and Necessariness In-Reply-To: References: Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> David, The text you have discovered is indeed 20 years old. At that time I knew nothing about Hegel, and nor could I find anyone to learn from, and there were very few philosophical texts available on the nascent internet. So I started copy-typing Hegel texts on to my web site and encouraging people to discuss them. This was my own do-it-yourself university. And I have preserved this old discussion in case they are of use to others. Now, the text you discovered is written *all* by my old friend Davie MacLean, who was in those days a big fan of Heidegger but an avid student of all philosophy. The first part is addressed to me and the second part copied from a letter from Davie to Cyril Smith, my star participant in that discussion. Davie and I were both enthralled with Cyril's new book, "Marx at the Millennium" and Cyril's participation was an attractor for people to join in the discussion. Here are some messages from Cyril to give you context: https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm Much as I enjoyed my debates with Davie, I did not emerge from them as a fan of Heidegger. During the past 6 months I have been spending a lot of time studying Hegel's Philosophy of Right. I certainly do not see the question, and nor did Hegel, in terms of "reconciliation to one's fate," which is indeed much closer to Spinoza's view. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 9/06/2018 8:00 AM, David Kellogg wrote: > Andy has an amazing on-line discussion, going back almost > exactly two decades, on "Freedom as the Recognition of > Necessity", which was Engels's exaptation of a Heglian > formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of necessity in Hegel and Spinoza is a kind of > philosophical resignation to one's fate, but in Marx and > Vygotsky it is a kind of active realization of one's own > labor and hence one's own selfhood in the transformation > of the environment. > > The Soviet model of Marxism is a negation of both of > these. On the one hand, externalization is active in > nature, because it really involves turning the tables on > the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room > for "one's own labor" and still less for "one's own > selfhood": "One" is not a statistically significant, hence > not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a distinction between externalization as the > recognition of the necessariness of necessities, and > externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be > two distinct processes, belonging to two different stages > of development (and to the deveopment of tools on the one > hand and signs on the other). But perhaps "seem" is the > word I should be stressing. > > (In the article linked below, which I did with my > wife, there is this four year old girl who is trying to > learn the times tables. She keeps getting stuck: Why can't > you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your presumed necessariness is not as important > as instrumental necessity. And of course at one stage of > development that is true; but "sustainable development" is > everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in /Early Years/, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment.html From a.j.gil@iped.uio.no Thu Jun 14 23:48:18 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Fri, 15 Jun 2018 06:48:18 +0000 Subject: [Xmca-l] Resituating Funds of Identity Message-ID: <1529045297954.74297@iped.uio.no> Dear all, it's been a quiet period here in xmca lately, partly, ?I am afraid, due to my failure to initiate or follow up the otherwis?e many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled ??Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment-0001.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Type: application/pdf Size: 1584180 bytes Desc: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment-0001.pdf From andyb@marxists.org Fri Jun 15 07:52:58 2018 From: andyb@marxists.org (Andy Blunden) Date: Sat, 16 Jun 2018 00:52:58 +1000 Subject: [Xmca-l] Re: Resituating Funds of Identity In-Reply-To: <1529045297954.74297@iped.uio.no> References: <1529045297954.74297@iped.uio.no> Message-ID: <660ed874-3e57-f6a1-bab4-d9de57b893f6@marxists.org> I really liked this paper. I would like to make a brief response on the following passage which cites my own work: "Accordingly, Blunden distinguished three main units or phases in his account of /perezhivanie/, which, according to our data, occur in the following order: critical episode, reflection, catharsis and integration. That said, it has to be stressed that this movement may not be linear or occur in the order that we here present. We define the three phases of a /perezhivanie/ as follows: ? Critical episode: a traumatic experience or a life-changing episode in one?s life that leads to a blockage in psychological development. ? Reflection: the process of becoming conscious of, reflecting on, and talking about the critical episode with a significant other, such as a teacher or a parent. ? Catharsis and integration: the processing or working over of a critical episode in order to assimilate it into the personality." The summary is a good one. As to the interpretation in dot point, I would make the following observations: * The critical episode may be an /unblocking/. I often reflect on an important /perezhivanie /in my life in which a protracted negative experience of which I was hardly conscious, I broke through in one critical episode only seconds in duration which was utterly exhilarating, and as it happened the world changed around me and I became new person, in my own and others' eyes. * Reflection is an integral part of catharsis I think. I don't know how I would express this in terms of "phases." I really see it as a two-phase process, though on reflection just now, I have realised that there was a gradual phase preceding the critical episode which I had not thought about before. I grant that there are internal "meditative" processes as well as changes in social interaction. So the distinction between the internal and external processes is valid, but I don't think they can be separated in 'phases'. While I agree that a dichotomy between positive and negative experiences is questionable, the distinction is needed. The positive episode is developmental only because of the preceding negative experience preceding it. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: > > Dear all, > > > it's been a quiet period here in xmca lately, partly, ?I > am afraid, due to my failure to initiate or follow up the > otherwis?e many and insightful conversations that > characterise the list during this end of semester. But I > am back with an invitation that I hope you will find > interesting and, hopefully, worth participating in. > > > I am attaching an article included in our Issue 2, for > discussion here at xmca, but in a slightly new format. > > > The article is entitled ??/Resituating Funds of Identity > Within Contemporary Interpretations of Perezhivanie, ?/by > Adam Poole and Jingyi > Huang. Extending conceptualisations of funds of knowledge > and funds of identity by means of drawing a connection > with the concept perezhivanie, the authors present the > idea of *existential* funds of identity. What makes > interesting this latter concept is that, by contrast to a > most frequent sole focus on positive community resources > as constituting those funds of knowledge/activity, Poole > and Huang propose exploring how not only positive, but > also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > > Usually, we invite the author to discuss with us her/his > article. This time, we have also invited a discussant with > extensive experience in the field of funds of knowledge. > Thus, Adam Poole, as first author of the study, will be > with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises > Esteban-Guitart, who has kindly agreed to initiate the > discussion and engage in what promises to be an exciting > and constructive dialogue. They will be joining us soon, > and we have also identified a list of scholars interested > in similar issues that may be chiming in as we move on. In > the meantime, I hope that many of you will get the chance > to have a look at this interesting article and find it > worth discussing. And of course, as always, everyone is > welcome to contribute to the discussion. > > > Looking forward to an engaging discussion, > > Alfredo > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/26017330/attachment.html From Adam.Poole@nottingham.edu.cn Sat Jun 16 01:32:43 2018 From: Adam.Poole@nottingham.edu.cn (Adam Poole (16517826)) Date: Sat, 16 Jun 2018 08:32:43 +0000 Subject: [Xmca-l] Resituating funds of identity within contemporary interpretations of perezhivanie - discussion In-Reply-To: References: Message-ID: Hi all, I'd thought I'd get the ball rolling on discussion of my article 'Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie' by just offering a brief introduction of myself and the inspiration for writing the article. I'd like to thank Alfredo for introducing it to you all and giving me the chance to discuss it in the form of an email dialogue - a first for me. So, my name is Adam Poole and I am a practitioner-researcher based in Shanghai, China. I'm currently an International Baccalaureate (IB) teacher in an international school called YK Pao, and am in the final stages of completing my doctoral research into the construction of international teacher identity. Once I have gained my doctorate, I hope to become more engaged in academic research. My co-author, who is sadly not available for this dialogue, also teaches IB and is working on a master's degree. At the time of the paper's composition, we were both teaching in the same school. I have since moved on to YK Pao. I became acquainted with the funds of knowledge concept through my doctoral studies, and this lead me to the work of Moises Esteban-Guitart and his related approach, funds of identity. I had conducted some empirical research into my own students' funds of identity, which gave birth to a paper ('I want to be a furious leopard') and the notion of existential funds of identity. In contrast to the majority of funds of identity studies that focused on 'light or positive experiences, my findings included more problematic experiences, such as peer pressure, physical appearance, and alienation. I labelled these 'existential funds of identity' as to me they seemed to represent an ambivalent form of funds of identity - both light and dark. This lead me to wanting to propose extending the concept of funds of identity in order to encompass both 'light' and 'dark' funds of identity. Then I came across a Symposium edition of Mind, Culture and Activity on Perezhivanie. On reading the articles, particularly Andy Bluden's and Gonzalez Rey's, I had something of a 'light bulb' moment: the notion of a perezhivanie as a working over of a critical episode could be incorporated into the funds of identity concept in order to bring together both positive and negative experiences. The idea is that negative experiences can be harnessed positively by teachers if they are used to advance students' pedagogical or psychological development. Moreover, exploring both negative and positive experiences can also help the teacher to see the student as a complete human being and to engage with their lived experience rather than the teacher imposing their own lived experience (and deficit thinking) on the student. In so doing, teachers might also undergo a transformational experience by working through their own deficit thinking about minoritised learners. That is the context of the article. I apologise if this introduction is a little wordy. I believe Moises will pick up the dialogue by commenting on an aspect of the paper for further discussion. However, if any one would like to engage with the article please feel free to get stuck in. Cheers, Adam ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 15 June 2018 14:50 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 2 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: cultural constructions of childhood? (Katherine Wester Neal) 2. Re: cultural constructions of childhood? (Greg Thompson) 3. Re: cultural constructions of childhood? (Greg Thompson) 4. Necessities and Necessariness (David Kellogg) 5. Re: Necessities and Necessariness (Andy Blunden) 6. Resituating Funds of Identity (Alfredo Jornet Gil) ---------------------------------------------------------------------- Message: 1 Date: Wed, 6 Jun 2018 01:13:52 +0000 From: Katherine Wester Neal Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Alfredo Jornet Gil Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html ------------------------------ Message: 2 Date: Wed, 6 Jun 2018 13:22:31 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal wrote: > Thanks again! I'd forgotten about the * Babies* movie, and yes, it's > perfect for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but > we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > *Sent:* 05 June 2018 22:12 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children- > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and adolescents > , > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > > Katie, I believe that someone mentioned this? :) > > ural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 7 Jun 2018 13:07:41 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" and a few more on the anthropology front (in case you are still interested): Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb and De Loache have a new *A World of Babies* edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: *Talking Like Children: Language and the Production of Age in the Marshall Islands.* Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson wrote: > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_ > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > 20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id= > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, such >> as course syllabus, etc. in one place, so that next time someone looks for >> the same, they can find it immediately. Right now, is still possible to do >> searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> 2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html ------------------------------ Message: 4 Date: Sat, 9 Jun 2018 07:00:06 +0900 From: David Kellogg Subject: [Xmca-l] Necessities and Necessariness To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Andy has an amazing on-line discussion, going back almost exactly two decades, on "Freedom as the Recognition of Necessity", which was Engels's exaptation of a Heglian formulation (which in turn comes from Spinoza. https://www.marxists.org/reference/archive/hegel/txt/davie07.htm As I understand it, Andy is arguing that freedom as the recognition of necessity in Hegel and Spinoza is a kind of philosophical resignation to one's fate, but in Marx and Vygotsky it is a kind of active realization of one's own labor and hence one's own selfhood in the transformation of the environment. The Soviet model of Marxism is a negation of both of these. On the one hand, externalization is active in nature, because it really involves turning the tables on the environment and forcing it to adapt to human necessities. And on the other hand it has very little room for "one's own labor" and still less for "one's own selfhood": "One" is not a statistically significant, hence not a necessary, number. I think one way to reconcile this view with Andy's view is to make a distinction between externalization as the recognition of the necessariness of necessities, and externalization as the recognition of both one's own necessariness and that of others. These seem to me to be two distinct processes, belonging to two different stages of development (and to the deveopment of tools on the one hand and signs on the other). But perhaps "seem" is the word I should be stressing. (In the article linked below, which I did with my wife, there is this four year old girl who is trying to learn the times tables. She keeps getting stuck: Why can't you just put three and five together and get thirty five? Her grandmother is old school: your solution counts for nothing: Your presumed necessariness is not as important as instrumental necessity. And of course at one stage of development that is true; but "sustainable development" is everywhere and always a contradiction in terms: no development can ever sustain itself against itself.) David Kellogg Sangmyung University New in *Early Years*, co-authored with Fang Li: When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and maths in the grandmother tongue Some free e-prints available at: https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html ------------------------------ Message: 5 Date: Sat, 9 Jun 2018 12:00:59 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Necessities and Necessariness To: xmca-l@mailman.ucsd.edu Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> Content-Type: text/plain; charset="utf-8" David, The text you have discovered is indeed 20 years old. At that time I knew nothing about Hegel, and nor could I find anyone to learn from, and there were very few philosophical texts available on the nascent internet. So I started copy-typing Hegel texts on to my web site and encouraging people to discuss them. This was my own do-it-yourself university. And I have preserved this old discussion in case they are of use to others. Now, the text you discovered is written *all* by my old friend Davie MacLean, who was in those days a big fan of Heidegger but an avid student of all philosophy. The first part is addressed to me and the second part copied from a letter from Davie to Cyril Smith, my star participant in that discussion. Davie and I were both enthralled with Cyril's new book, "Marx at the Millennium" and Cyril's participation was an attractor for people to join in the discussion. Here are some messages from Cyril to give you context: https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm Much as I enjoyed my debates with Davie, I did not emerge from them as a fan of Heidegger. During the past 6 months I have been spending a lot of time studying Hegel's Philosophy of Right. I certainly do not see the question, and nor did Hegel, in terms of "reconciliation to one's fate," which is indeed much closer to Spinoza's view. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 9/06/2018 8:00 AM, David Kellogg wrote: > Andy has an amazing on-line discussion, going back almost > exactly two decades, on "Freedom as the Recognition of > Necessity", which was Engels's exaptation of a Heglian > formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of necessity in Hegel and Spinoza is a kind of > philosophical resignation to one's fate, but in Marx and > Vygotsky it is a kind of active realization of one's own > labor and hence one's own selfhood in the transformation > of the environment. > > The Soviet model of Marxism is a negation of both of > these. On the one hand, externalization is active in > nature, because it really involves turning the tables on > the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room > for "one's own labor" and still less for "one's own > selfhood": "One" is not a statistically significant, hence > not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a distinction between externalization as the > recognition of the necessariness of necessities, and > externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be > two distinct processes, belonging to two different stages > of development (and to the deveopment of tools on the one > hand and signs on the other). But perhaps "seem" is the > word I should be stressing. > > (In the article linked below, which I did with my > wife, there is this four year old girl who is trying to > learn the times tables. She keeps getting stuck: Why can't > you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your presumed necessariness is not as important > as instrumental necessity. And of course at one stage of > development that is true; but "sustainable development" is > everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in /Early Years/, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html ------------------------------ Message: 6 Date: Fri, 15 Jun 2018 06:48:18 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Resituating Funds of Identity To: "eXtended Mind, Culture, Activity" Message-ID: <1529045297954.74297@iped.uio.no> Content-Type: text/plain; charset="iso-8859-1" Dear all, it's been a quiet period here in xmca lately, partly, ?I am afraid, due to my failure to initiate or follow up the otherwis?e many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled ??Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... 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Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/15972da2/attachment.html From a.j.gil@iped.uio.no Sat Jun 16 14:41:06 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Sat, 16 Jun 2018 21:41:06 +0000 Subject: [Xmca-l] Re: Resituating funds of identity within contemporary interpretations of perezhivanie - discussion In-Reply-To: References: , Message-ID: <1529185266246.225@iped.uio.no> ?Adam, this was a great introduction, not wordy at all; so thank you so much! Like Andy, I also liked your article very much, particularly because it offers a fresh look to an increasingly used concept, and for how it repeatedly draws practical implications on how the notion may lead to awareness of the grow and change opportunities that exist in re-working of experience as we bring experiences to bear in new situations. Not a focus on positive or the negative but on the transformational character. This is just an appreciation, not a question, or a request; I am sure Moises will bring several of those much more relevant. I am copying two quotations from your article that speak to this transformational character, and, felicitously, in a "fundamentally optimistic" orientation despite the reference to possible negativity and crisis: "Existential funds of identity are thus defined as positive and negative experiences that students develop and appropriate to define themselves and use to help them grow as human beings." "We consider the notion of existential funds of identity to be fundamentally optimistic in its orientation toward the transformation of critical moments through catharsis and integration with the personality." Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Adam Poole (16517826) Sent: 16 June 2018 10:32 To: xmca-l@mailman.ucsd.edu Subject: [Xmca-l] Resituating funds of identity within contemporary interpretations of perezhivanie - discussion Hi all, I'd thought I'd get the ball rolling on discussion of my article 'Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie' by just offering a brief introduction of myself and the inspiration for writing the article. I'd like to thank Alfredo for introducing it to you all and giving me the chance to discuss it in the form of an email dialogue - a first for me. So, my name is Adam Poole and I am a practitioner-researcher based in Shanghai, China. I'm currently an International Baccalaureate (IB) teacher in an international school called YK Pao, and am in the final stages of completing my doctoral research into the construction of international teacher identity. Once I have gained my doctorate, I hope to become more engaged in academic research. My co-author, who is sadly not available for this dialogue, also teaches IB and is working on a master's degree. At the time of the paper's composition, we were both teaching in the same school. I have since moved on to YK Pao. I became acquainted with the funds of knowledge concept through my doctoral studies, and this lead me to the work of Moises Esteban-Guitart and his related approach, funds of identity. I had conducted some empirical research into my own students' funds of identity, which gave birth to a paper ('I want to be a furious leopard') and the notion of existential funds of identity. In contrast to the majority of funds of identity studies that focused on 'light or positive experiences, my findings included more problematic experiences, such as peer pressure, physical appearance, and alienation. I labelled these 'existential funds of identity' as to me they seemed to represent an ambivalent form of funds of identity - both light and dark. This lead me to wanting to propose extending the concept of funds of identity in order to encompass both 'light' and 'dark' funds of identity. Then I came across a Symposium edition of Mind, Culture and Activity on Perezhivanie. On reading the articles, particularly Andy Bluden's and Gonzalez Rey's, I had something of a 'light bulb' moment: the notion of a perezhivanie as a working over of a critical episode could be incorporated into the funds of identity concept in order to bring together both positive and negative experiences. The idea is that negative experiences can be harnessed positively by teachers if they are used to advance students' pedagogical or psychological development. Moreover, exploring both negative and positive experiences can also help the teacher to see the student as a complete human being and to engage with their lived experience rather than the teacher imposing their own lived experience (and deficit thinking) on the student. In so doing, teachers might also undergo a transformational experience by working through their own deficit thinking about minoritised learners. That is the context of the article. I apologise if this introduction is a little wordy. I believe Moises will pick up the dialogue by commenting on an aspect of the paper for further discussion. However, if any one would like to engage with the article please feel free to get stuck in. Cheers, Adam ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 15 June 2018 14:50 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 2 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: cultural constructions of childhood? (Katherine Wester Neal) 2. Re: cultural constructions of childhood? (Greg Thompson) 3. Re: cultural constructions of childhood? (Greg Thompson) 4. Necessities and Necessariness (David Kellogg) 5. Re: Necessities and Necessariness (Andy Blunden) 6. Resituating Funds of Identity (Alfredo Jornet Gil) ---------------------------------------------------------------------- Message: 1 Date: Wed, 6 Jun 2018 01:13:52 +0000 From: Katherine Wester Neal Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Alfredo Jornet Gil Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html ------------------------------ Message: 2 Date: Wed, 6 Jun 2018 13:22:31 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal wrote: > Thanks again! I'd forgotten about the * Babies* movie, and yes, it's > perfect for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but > we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > *Sent:* 05 June 2018 22:12 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children- > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and adolescents > , > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > > Katie, I believe that someone mentioned this? :) > > ural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 7 Jun 2018 13:07:41 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" and a few more on the anthropology front (in case you are still interested): Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb and De Loache have a new *A World of Babies* edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: *Talking Like Children: Language and the Production of Age in the Marshall Islands.* Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson wrote: > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_ > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > 20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id= > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, such >> as course syllabus, etc. in one place, so that next time someone looks for >> the same, they can find it immediately. Right now, is still possible to do >> searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> 2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html ------------------------------ Message: 4 Date: Sat, 9 Jun 2018 07:00:06 +0900 From: David Kellogg Subject: [Xmca-l] Necessities and Necessariness To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Andy has an amazing on-line discussion, going back almost exactly two decades, on "Freedom as the Recognition of Necessity", which was Engels's exaptation of a Heglian formulation (which in turn comes from Spinoza. https://www.marxists.org/reference/archive/hegel/txt/davie07.htm As I understand it, Andy is arguing that freedom as the recognition of necessity in Hegel and Spinoza is a kind of philosophical resignation to one's fate, but in Marx and Vygotsky it is a kind of active realization of one's own labor and hence one's own selfhood in the transformation of the environment. The Soviet model of Marxism is a negation of both of these. On the one hand, externalization is active in nature, because it really involves turning the tables on the environment and forcing it to adapt to human necessities. And on the other hand it has very little room for "one's own labor" and still less for "one's own selfhood": "One" is not a statistically significant, hence not a necessary, number. I think one way to reconcile this view with Andy's view is to make a distinction between externalization as the recognition of the necessariness of necessities, and externalization as the recognition of both one's own necessariness and that of others. These seem to me to be two distinct processes, belonging to two different stages of development (and to the deveopment of tools on the one hand and signs on the other). But perhaps "seem" is the word I should be stressing. (In the article linked below, which I did with my wife, there is this four year old girl who is trying to learn the times tables. She keeps getting stuck: Why can't you just put three and five together and get thirty five? Her grandmother is old school: your solution counts for nothing: Your presumed necessariness is not as important as instrumental necessity. And of course at one stage of development that is true; but "sustainable development" is everywhere and always a contradiction in terms: no development can ever sustain itself against itself.) David Kellogg Sangmyung University New in *Early Years*, co-authored with Fang Li: When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and maths in the grandmother tongue Some free e-prints available at: https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html ------------------------------ Message: 5 Date: Sat, 9 Jun 2018 12:00:59 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Necessities and Necessariness To: xmca-l@mailman.ucsd.edu Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> Content-Type: text/plain; charset="utf-8" David, The text you have discovered is indeed 20 years old. At that time I knew nothing about Hegel, and nor could I find anyone to learn from, and there were very few philosophical texts available on the nascent internet. So I started copy-typing Hegel texts on to my web site and encouraging people to discuss them. This was my own do-it-yourself university. And I have preserved this old discussion in case they are of use to others. Now, the text you discovered is written *all* by my old friend Davie MacLean, who was in those days a big fan of Heidegger but an avid student of all philosophy. The first part is addressed to me and the second part copied from a letter from Davie to Cyril Smith, my star participant in that discussion. Davie and I were both enthralled with Cyril's new book, "Marx at the Millennium" and Cyril's participation was an attractor for people to join in the discussion. Here are some messages from Cyril to give you context: https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm Much as I enjoyed my debates with Davie, I did not emerge from them as a fan of Heidegger. During the past 6 months I have been spending a lot of time studying Hegel's Philosophy of Right. I certainly do not see the question, and nor did Hegel, in terms of "reconciliation to one's fate," which is indeed much closer to Spinoza's view. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 9/06/2018 8:00 AM, David Kellogg wrote: > Andy has an amazing on-line discussion, going back almost > exactly two decades, on "Freedom as the Recognition of > Necessity", which was Engels's exaptation of a Heglian > formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of necessity in Hegel and Spinoza is a kind of > philosophical resignation to one's fate, but in Marx and > Vygotsky it is a kind of active realization of one's own > labor and hence one's own selfhood in the transformation > of the environment. > > The Soviet model of Marxism is a negation of both of > these. On the one hand, externalization is active in > nature, because it really involves turning the tables on > the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room > for "one's own labor" and still less for "one's own > selfhood": "One" is not a statistically significant, hence > not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a distinction between externalization as the > recognition of the necessariness of necessities, and > externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be > two distinct processes, belonging to two different stages > of development (and to the deveopment of tools on the one > hand and signs on the other). But perhaps "seem" is the > word I should be stressing. > > (In the article linked below, which I did with my > wife, there is this four year old girl who is trying to > learn the times tables. She keeps getting stuck: Why can't > you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your presumed necessariness is not as important > as instrumental necessity. And of course at one stage of > development that is true; but "sustainable development" is > everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in /Early Years/, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html ------------------------------ Message: 6 Date: Fri, 15 Jun 2018 06:48:18 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Resituating Funds of Identity To: "eXtended Mind, Culture, Activity" Message-ID: <1529045297954.74297@iped.uio.no> Content-Type: text/plain; charset="iso-8859-1" Dear all, it's been a quiet period here in xmca lately, partly, ?I am afraid, due to my failure to initiate or follow up the otherwis?e many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled ??Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Type: application/pdf Size: 1584180 bytes Desc: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf ------------------------------ _______________________________________________ xmca-l mailing list xmca-l@mailman.ucsd.edu https://mailman.ucsd.edu/mailman/listinfo/xmca-l End of xmca-l Digest, Vol 59, Issue 2 ************************************* This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/3762f3a1/attachment.html From Adam.Poole@nottingham.edu.cn Sun Jun 17 08:33:44 2018 From: Adam.Poole@nottingham.edu.cn (Adam Poole (16517826)) Date: Sun, 17 Jun 2018 15:33:44 +0000 Subject: [Xmca-l] Re: Resituating Funds of Identity In-Reply-To: References: Message-ID: Hi, Thanks to Andy for getting the discussion started on Resituating Funds of Identity. In response to describing a perezhivanie in terms of phases - I think it may be because I interpreted the working over of a critical episode in terms of a process, and so divided a perezhivanie into three phases. This was also a result of the data - I took your interpretation of a perezhivanie and used it to analyse the data, but in analyzing the data, there appeared to be a distinction between reflection and catharsis, which I lead utilized in interpretation your interpretation of a perezhivanie! I had in mind the dictionary definition of phase: 'a distinct period or stage in a process of change or forming part of something's development' (from Google) and 'a distinguishable part in a course, development, or cycle: * the early phases of her career' from the Merriam-Webster online dictionary. * I also understood reflection as a pre-requisite for catharsis, in that a critical episode may remain unaddressed or perhaps even repressed (or blocked), but becoming conscious of the episode leads a person to reflect on it which in turn can lead to catharsis. Similarly, reflecting on your life, through narrative, such as funds of identity approaches, can trigger reflection and unblock a critical episode which can lead to catharsis and integration. Adam From: Andy Blunden > Date: 15 June 2018 at 16:52:58 CEST To: > Subject: [Xmca-l] Re: Resituating Funds of Identity Reply-To: "eXtended Mind, Culture, Activity" > I really liked this paper. I would like to make a brief response on the following passage which cites my own work: "Accordingly, Blunden distinguished three main units or phases in his account of perezhivanie, which, according to our data, occur in the following order: critical episode, reflection, catharsis and integration. That said, it has to be stressed that this movement may not be linear or occur in the order that we here present. We define the three phases of a perezhivanieas follows: ? Critical episode: a traumatic experience or a life-changing episode in one?s life that leads to a blockage in psychological development. ? Reflection: the process of becoming conscious of, reflecting on, and talking about the critical episode with a significant other, such as a teacher or a parent. ? Catharsis and integration: the processing or working over of a critical episode in order to assimilate it into the personality." The summary is a good one. As to the interpretation in dot point, I would make the following observations: * The critical episode may be an unblocking. I often reflect on an important perezhivanie in my life in which a protracted negative experience of which I was hardly conscious, I broke through in one critical episode only seconds in duration which was utterly exhilarating, and as it happened the world changed around me and I became new person, in my own and others' eyes. * Reflection is an integral part of catharsis I think. I don't know how I would express this in terms of "phases." I really see it as a two-phase process, though on reflection just now, I have realised that there was a gradual phase preceding the critical episode which I had not thought about before. I grant that there are internal "meditative" processes as well as changes in social interaction. So the distinction between the internal and external processes is valid, but I don't think they can be separated in 'phases'. While I agree that a dichotomy between positive and negative experiences is questionable, the distinction is needed. The positive episode is developmental only because of the preceding negative experience preceding it. Andy ________________________________ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm Andy Blunden's Home Page www.ethicalpolitics.org Andy Blunden's Home Page with links to pages I maintain and mail-to buttons ________________________________ On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: Dear all, it's been a quiet period here in xmca lately, partly, I am afraid, due to my failure to initiate or follow up the otherwise many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 15 June 2018 14:50 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 2 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: cultural constructions of childhood? (Katherine Wester Neal) 2. Re: cultural constructions of childhood? (Greg Thompson) 3. Re: cultural constructions of childhood? (Greg Thompson) 4. Necessities and Necessariness (David Kellogg) 5. Re: Necessities and Necessariness (Andy Blunden) 6. Resituating Funds of Identity (Alfredo Jornet Gil) ---------------------------------------------------------------------- Message: 1 Date: Wed, 6 Jun 2018 01:13:52 +0000 From: Katherine Wester Neal Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Alfredo Jornet Gil Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html ------------------------------ Message: 2 Date: Wed, 6 Jun 2018 13:22:31 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal wrote: > Thanks again! I'd forgotten about the * Babies* movie, and yes, it's > perfect for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but > we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > *Sent:* 05 June 2018 22:12 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children- > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and adolescents > , > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > > Katie, I believe that someone mentioned this? :) > > ural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 7 Jun 2018 13:07:41 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" and a few more on the anthropology front (in case you are still interested): Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb and De Loache have a new *A World of Babies* edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: *Talking Like Children: Language and the Production of Age in the Marshall Islands.* Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson wrote: > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_ > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > 20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id= > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, such >> as course syllabus, etc. in one place, so that next time someone looks for >> the same, they can find it immediately. Right now, is still possible to do >> searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> 2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html ------------------------------ Message: 4 Date: Sat, 9 Jun 2018 07:00:06 +0900 From: David Kellogg Subject: [Xmca-l] Necessities and Necessariness To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Andy has an amazing on-line discussion, going back almost exactly two decades, on "Freedom as the Recognition of Necessity", which was Engels's exaptation of a Heglian formulation (which in turn comes from Spinoza. https://www.marxists.org/reference/archive/hegel/txt/davie07.htm As I understand it, Andy is arguing that freedom as the recognition of necessity in Hegel and Spinoza is a kind of philosophical resignation to one's fate, but in Marx and Vygotsky it is a kind of active realization of one's own labor and hence one's own selfhood in the transformation of the environment. The Soviet model of Marxism is a negation of both of these. On the one hand, externalization is active in nature, because it really involves turning the tables on the environment and forcing it to adapt to human necessities. And on the other hand it has very little room for "one's own labor" and still less for "one's own selfhood": "One" is not a statistically significant, hence not a necessary, number. I think one way to reconcile this view with Andy's view is to make a distinction between externalization as the recognition of the necessariness of necessities, and externalization as the recognition of both one's own necessariness and that of others. These seem to me to be two distinct processes, belonging to two different stages of development (and to the deveopment of tools on the one hand and signs on the other). But perhaps "seem" is the word I should be stressing. (In the article linked below, which I did with my wife, there is this four year old girl who is trying to learn the times tables. She keeps getting stuck: Why can't you just put three and five together and get thirty five? Her grandmother is old school: your solution counts for nothing: Your presumed necessariness is not as important as instrumental necessity. And of course at one stage of development that is true; but "sustainable development" is everywhere and always a contradiction in terms: no development can ever sustain itself against itself.) David Kellogg Sangmyung University New in *Early Years*, co-authored with Fang Li: When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and maths in the grandmother tongue Some free e-prints available at: https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html ------------------------------ Message: 5 Date: Sat, 9 Jun 2018 12:00:59 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Necessities and Necessariness To: xmca-l@mailman.ucsd.edu Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> Content-Type: text/plain; charset="utf-8" David, The text you have discovered is indeed 20 years old. At that time I knew nothing about Hegel, and nor could I find anyone to learn from, and there were very few philosophical texts available on the nascent internet. So I started copy-typing Hegel texts on to my web site and encouraging people to discuss them. This was my own do-it-yourself university. And I have preserved this old discussion in case they are of use to others. Now, the text you discovered is written *all* by my old friend Davie MacLean, who was in those days a big fan of Heidegger but an avid student of all philosophy. The first part is addressed to me and the second part copied from a letter from Davie to Cyril Smith, my star participant in that discussion. Davie and I were both enthralled with Cyril's new book, "Marx at the Millennium" and Cyril's participation was an attractor for people to join in the discussion. Here are some messages from Cyril to give you context: https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm Much as I enjoyed my debates with Davie, I did not emerge from them as a fan of Heidegger. During the past 6 months I have been spending a lot of time studying Hegel's Philosophy of Right. I certainly do not see the question, and nor did Hegel, in terms of "reconciliation to one's fate," which is indeed much closer to Spinoza's view. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 9/06/2018 8:00 AM, David Kellogg wrote: > Andy has an amazing on-line discussion, going back almost > exactly two decades, on "Freedom as the Recognition of > Necessity", which was Engels's exaptation of a Heglian > formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of necessity in Hegel and Spinoza is a kind of > philosophical resignation to one's fate, but in Marx and > Vygotsky it is a kind of active realization of one's own > labor and hence one's own selfhood in the transformation > of the environment. > > The Soviet model of Marxism is a negation of both of > these. On the one hand, externalization is active in > nature, because it really involves turning the tables on > the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room > for "one's own labor" and still less for "one's own > selfhood": "One" is not a statistically significant, hence > not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a distinction between externalization as the > recognition of the necessariness of necessities, and > externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be > two distinct processes, belonging to two different stages > of development (and to the deveopment of tools on the one > hand and signs on the other). But perhaps "seem" is the > word I should be stressing. > > (In the article linked below, which I did with my > wife, there is this four year old girl who is trying to > learn the times tables. She keeps getting stuck: Why can't > you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your presumed necessariness is not as important > as instrumental necessity. And of course at one stage of > development that is true; but "sustainable development" is > everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in /Early Years/, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html ------------------------------ Message: 6 Date: Fri, 15 Jun 2018 06:48:18 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Resituating Funds of Identity To: "eXtended Mind, Culture, Activity" Message-ID: <1529045297954.74297@iped.uio.no> Content-Type: text/plain; charset="iso-8859-1" Dear all, it's been a quiet period here in xmca lately, partly, ?I am afraid, due to my failure to initiate or follow up the otherwis?e many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled ??Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Type: application/pdf Size: 1584180 bytes Desc: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf ------------------------------ _______________________________________________ xmca-l mailing list xmca-l@mailman.ucsd.edu https://mailman.ucsd.edu/mailman/listinfo/xmca-l End of xmca-l Digest, Vol 59, Issue 2 ************************************* This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180617/fb5adb05/attachment.html From andyb@marxists.org Sun Jun 17 08:46:27 2018 From: andyb@marxists.org (Andy Blunden) Date: Mon, 18 Jun 2018 01:46:27 +1000 Subject: [Xmca-l] Re: Resituating Funds of Identity In-Reply-To: References: Message-ID: <24dcab45-506a-7e1a-44ff-4b4200105235@marxists.org> Think of the origin of the idea of "catharsis." Originally it referred to the experience of an audience watching a Greek drama - their own emotions are played out in front of them. Later is referred to a medical method of "purging" an illness through vomiting, and it was adapted from there to refer to the talking cure, in which the patient externalised their problem with the help of the therapist. From psychotherapy it entered popular culture as an image of someone experiencing a traumatic personal transformation, I think. You may be quite right in terms of phases, Adam, but I think "reflection" and "catharsis" are closely tied together. I talked a lot about catharsis being to do with "processing" an experience, overcoming it, integrating it into one's personality, which does indeed sound like something very different from "catharsis" as I've just described it. It's up to you guys who are doing the qualitative research to figure it out though. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 18/06/2018 1:33 AM, Adam Poole (16517826) wrote: > Hi, > Thanks to Andy for getting the discussion started > on Resituating Funds of Identity. > In response to describing a perezhivanie in terms of > phases - I think it may be because I interpreted > the working over of a critical episode in terms of a > process, and so divided a perezhivanie into three phases. > This was also a result of the data - I took your > interpretation of a perezhivanie and used it to analyse > the data, but in analyzing the data, there appeared to be > a distinction between reflection and catharsis, which I > lead utilized in interpretation your interpretation of a > perezhivanie! > I had in mind the dictionary definition of phase:'a > distinct period or stage in a process of change or forming > part of something's development' (from Google) and 'a > distinguishable part in a course, development, or cycle: > > * the early phases of her career' from the > Merriam-Webster online dictionary. > > * > > > I also understood reflection as a pre-requisite for > catharsis, in that a critical episode may remain > unaddressed or perhaps even repressed (or blocked), but > becoming conscious of the episode leads a person to > reflect on it which in turn can lead to catharsis. > Similarly, reflecting on your life, through narrative, > such as funds of identity approaches, can trigger > reflection and unblock a critical episode which can lead > to catharsis and integration. > Adam > * > * > *From:* Andy Blunden > > *Date:* 15 June 2018 at 16:52:58 CEST > *To:* > > *Subject:* *[Xmca-l] Re: Resituating Funds of Identity* > *Reply-To:* "eXtended Mind, Culture, Activity" > > > > I really liked this paper. I would like to make a brief > response on the following passage which cites my own work: > "Accordingly, Blunden distinguished three main units or > phases in his account of /perezhivanie/, > which, according to our data, occur in the following > order: critical episode, reflection, catharsis > and integration. That said, it has to be stressed that > this movement may not be linear or occur in the > order that we here present. We define the three phases of > a /perezhivanie/as follows: > ? Critical episode: a traumatic experience or a > life-changing episode in one?s life that leads to a > blockage in psychological development. > ? Reflection: the process of becoming conscious of, > reflecting on, and talking about the critical > episode with a significant other, such as a teacher or a > parent. > ? Catharsis and integration: the processing or working > over of a critical episode in order to > assimilate it into the personality." > The summary is a good one. As to the interpretation in dot > point, I would make the following observations: > > * The critical episode may be an /unblocking/. I often > reflect on an important /perezhivanie /in my life in > which a protracted negative experience of which I was > hardly conscious, I broke through in one critical > episode only seconds in duration which was utterly > exhilarating, and as it happened the world changed > around me and I became new person, in my own and > others' eyes. > * Reflection is an integral part of catharsis I think. I > don't know how I would express this in terms of > "phases." I really see it as a two-phase process, > though on reflection just now, I have realised that > there was a gradual phase preceding the critical > episode which I had not thought about before. I grant > that there are internal "meditative" processes as well > as changes in social interaction. So the distinction > between the internal and external processes is valid, > but I don't think they can be separated in 'phases'. > > While I agree that a dichotomy between positive and > negative experiences is questionable, the distinction is > needed. The positive episode is developmental only because > of the preceding negative experience preceding it. > > Andy > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > Andy Blunden's Home Page > > www.ethicalpolitics.org > Andy Blunden's Home Page with links to pages I maintain > and mail-to buttons > > > ------------------------------------------------------------ > On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: > Dear all, > > it's been a quiet period here in xmca lately, partly, I am > afraid, due to my failure to initiate or follow up the > otherwise many and insightful conversations that > characterise the list during this end of semester. But I > am back with an invitation that I hope you will find > interesting and, hopefully, worth participating in. > > I am attaching an article included in our Issue 2, for > discussion here at xmca, but in a slightly new format. > > The article is entitled /Resituating Funds of Identity > Within Contemporary Interpretations of Perezhivanie, /by > Adam Poole and Jingyi > Huang. Extending conceptualisations of funds of knowledge > and funds of identity by means of drawing a connection > with the concept perezhivanie, the authors present the > idea of *existential* funds of identity. What makes > interesting this latter concept is that, by contrast to a > most frequent sole focus on positive community resources > as constituting those funds of knowledge/activity, Poole > and Huang propose exploring how not only positive, but > also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > Usually, we invite the author to discuss with us her/his > article. This time, we have also invited a discussant with > extensive experience in the field of funds of knowledge. > Thus, Adam Poole, as first author of the study, will be > with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises > Esteban-Guitart, who has kindly agreed to initiate the > discussion and engage in what promises to be an exciting > and constructive dialogue. They will be joining us soon, > and we have also identified a list of scholars interested > in similar issues that may be chiming in as we move on. In > the meantime, I hope that many of you will get the chance > to have a look at this interesting article and find it > worth discussing. And of course, as always, everyone is > welcome to contribute to the discussion. > > Looking forward to an engaging discussion, > Alfredo > > > > ------------------------------------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of > xmca-l-request@mailman.ucsd.edu > > *Sent:* 15 June 2018 14:50 > *To:* xmca-l@mailman.ucsd.edu > *Subject:* xmca-l Digest, Vol 59, Issue 2 > > Send xmca-l mailing list submissions to > xmca-l@mailman.ucsd.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > or, via email, send a message with subject or body 'help' to > xmca-l-request@mailman.ucsd.edu > > You can reach the person managing the list at > xmca-l-owner@mailman.ucsd.edu > > When replying, please edit your Subject line so it is more > specific > than "Re: Contents of xmca-l digest..." > > > Today's Topics: > > 1. Re: cultural constructions of childhood? (Katherine > Wester Neal) > 2. Re: cultural constructions of childhood? (Greg Thompson) > 3. Re: cultural constructions of childhood? (Greg Thompson) > 4. Necessities and Necessariness (David Kellogg) > 5. Re: Necessities and Necessariness (Andy Blunden) > 6. Resituating Funds of Identity (Alfredo Jornet Gil) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 6 Jun 2018 01:13:52 +0000 > From: Katherine Wester Neal > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > > Content-Type: text/plain; charset="utf-8" > > Thanks again! I'd forgotten about the Babies movie, and > yes, it's perfect for this course. Now I have lots of > reading to do! > > > If a database of collected works becomes available, I'd be > happy to post the syllabus. It's for an undergrad seminar > course. > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo > Jornet Gil > Sent: Tuesday, June 5, 2018 5:00:34 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I > am glad. > > > Things are going slower than anticipated, but hopefully we > will sooner than later have a web platform for collecting > this type of resources, such as course syllabus, etc. in > one place, so that next time someone looks for the same, > they can find it immediately. Right now, is still possible > to do searches using keywords in xmca: > http://lchc.ucsd.edu/MCA/Mail/index.html > but we are > hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin > Packer > Sent: 05 June 2018 22:12 > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > > wrote: > > Yes, very helpful suggestions, and thank you! Potential > article suggestions also welcome... :) > > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ________________________________ > From: > xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Jonathan Tudge > > > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > > A new book just published: Tudge, J. & Freitas, L. (Eds.) > Developing gratitude in children and > adolescents, > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > > wrote: > Katie, I believe that someone mentioned this? :) > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie > or discuss matters with Radcliffe-Brown or Kroeber, I > become at once aware that my partner does not understand > anything in the matter, and I end usually with the feeling > that this also applies to myself? (Malinowski, 1930) > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > > wrote: > > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a > course I'll be teaching soon. Besides Rogoff's Cultural > Nature of Human Development, what else would you recommend > in that vein? In the course, we will be exploring multiple > constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html > > > ------------------------------ > > Message: 2 > Date: Wed, 6 Jun 2018 13:22:31 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > Hopefully not too late, David Lancy's The Anthropology of > Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of > childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America > 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while > searching for the Kett > and thought it might be useful (I haven't read it and so > can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > > wrote: > > > Thanks again! I'd forgotten about the * Babies* movie, > and yes, it's > > perfect for this course. Now I have lots of reading to do! > > > > > > If a database of collected works becomes available, I'd > be happy to post > > the syllabus. It's for an undergrad seminar course. > > ------------------------------ > > *From:* xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Alfredo Jornet Gil > > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > > > *To:* eXtended Mind, Culture, Activity > > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > > > > That was a great list of recommendations you got, Katie, > I am glad. > > > > > > Things are going slower than anticipated, but hopefully > we will sooner > > than later have a web platform for collecting this type > of resources, such > > as course syllabus, etc. in one place, so that next time > someone looks for > > the same, they can find it immediately. Right now, is > still possible to do > > searches using keywords in xmca: > http://lchc.ucsd.edu/MCA/Mail/index.html > but > > we are hoping this will be very much improved. ? > > > > Cheers, > > > > Alfredo > > > > > > > > > > ------------------------------ > > *From:* xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Martin Packer > > *Sent:* 05 June 2018 22:12 > > *To:* eXtended Mind, Culture, Activity > > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > > Some resources here too: > > > > > > > > > Martin > > > > > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: > > > > Yes, very helpful suggestions, and thank you! Potential > article > > suggestions also welcome... :) > > > > Katie Wester-Neal, Ph.D. > > Assistant Professor > > Teacher Education & Literacy > > Gordon State College > > > > > > ------------------------------ > > *From:* xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Jonathan Tudge > > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > > *To:* eXtended Mind, Culture, Activity > > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > > Hi, Katie, > > > > Here's another one that you might find interesting. > > > > I, personally, think it's brilliant. > > > > https://www.amazon.com/Everyday-Lives-Young-Children- > > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > > children%3A+culture%2C+class+and+child+rearing > > > > Cheers, > > > > Jon > > > > > > ~~~~~~~~~~~ > > > > Jonathan Tudge > > > > Professor > > Office: 155 Stone > > > > Our work on gratitude: > http://morethanthanks.wp.uncg.edu/ > > > > > A new book just published: Tudge, J. & Freitas, L. > (Eds.) Developing > > gratitude in children and adolescents > > > , > > Cambridge, UK: Cambridge University Press > > > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > > > Mailing address: > > 248 Stone Building > > Department of Human Development and Family Studies > > PO Box 26170 > > The University of North Carolina at Greensboro > > Greensboro, NC 27402-6170 > > USA > > > > phone (336) 223-6181 > > fax (336) 334-5076 > > > > > > > > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: > > > > Katie, I believe that someone mentioned this? :) > > > > > ural-Perspective/dp/1473993377> > > > > Martin > > > > *"I may say that whenever I meet Mrs. Seligman or Dr. > Lowie or discuss > > matters with Radcliffe-Brown or Kroeber, I become at > once aware that my > > partner does not understand anything in the matter, and > I end usually with > > the feeling that this also applies to myself? > (Malinowski, 1930)* > > > > > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: > > > > Hello xmca-ers, > > > > Long time reader, rare contributor with a question for a > course I'll be > > teaching soon. Besides Rogoff's *Cultural Nature of > Human Development*, > > what else would you recommend in that vein? In the > course, we will be > > exploring multiple constructions of childhood across > different cultures. > > > > Thanks for your help, > > Katie > > > > Katie Wester-Neal, Ph.D. > > Assistant Professor > > Teacher Education & Literacy > > Gordon State College > > > > > > > > > > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html > > > ------------------------------ > > Message: 3 > Date: Thu, 7 Jun 2018 13:07:41 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > and a few more on the anthropology front (in case you are > still interested): > > Bambi Chapin's *Childhood in a Sri Lankan Village* is very > good. Gottlieb > and De Loache have a new *A World of Babies* edition out. > > ?And ? > Elise Berman > ? has a book coming out at the end of January that does > some good > theorizing of "age", including "childhood". The title of > her book is: > *Talking Like Children: Language and the Production of Age > in the Marshall > Islands.* Oxford University Press > > > On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > > wrote: > > > Hopefully not too late, David Lancy's The Anthropology > of Childhood: > > Cherubs, Chattel, and Changelings has a nice sampling of > childhoods across > > multiple cultures. > > > > Also, some classics from a Western historical perspective: > > Joseph Kett's Rites of Passage: Adolescence in America > 1790 to Present > > Phillip Aries' Centuries of Childhood > > > > And a sociological one that looked interesting: > > https://books.google.co.kr/books?hl=en&lr=&id=q_ > > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > > 20the%20construction%20of%20childhood&f=false > > > > And I came across this more accessible book while > searching for the Kett > > and thought it might be useful (I haven't read it and so > can't vouch for > > quality): > > https://books.google.co.kr/books?hl=en&lr=&id= > > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > > onepage&q=kett%20history%20of%20childhood&f=false > > > > Good luck! > > -greg > > > > > > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > > > wrote: > > > >> Thanks again! I'd forgotten about the * Babies* movie, > and yes, it's > >> perfect for this course. Now I have lots of reading to do! > >> > >> > >> If a database of collected works becomes available, I'd > be happy to post > >> the syllabus. It's for an undergrad seminar course. > >> ------------------------------ > >> *From:* xmca-l-bounces@mailman.ucsd.edu > > >> on behalf of Alfredo Jornet Gil > >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM > >> > >> *To:* eXtended Mind, Culture, Activity > >> *Subject:* [Xmca-l] Re: cultural constructions of > childhood? > >> > >> > >> That was a great list of recommendations you got, > Katie, I am glad. > >> > >> > >> Things are going slower than anticipated, but hopefully > we will sooner > >> than later have a web platform for collecting this type > of resources, such > >> as course syllabus, etc. in one place, so that next > time someone looks for > >> the same, they can find it immediately. Right now, is > still possible to do > >> searches using keywords in xmca: > http://lchc.ucsd.edu/MCA/Mail/index.html > but > >> we are hoping this will be very much improved. ? > >> > >> Cheers, > >> > >> Alfredo > >> > >> > >> > >> > >> ------------------------------ > >> *From:* xmca-l-bounces@mailman.ucsd.edu > > >> on behalf of Martin Packer > >> *Sent:* 05 June 2018 22:12 > >> *To:* eXtended Mind, Culture, Activity > >> *Subject:* [Xmca-l] Re: cultural constructions of > childhood? > >> > >> Some resources here too: > >> > >> > > >> > >> Martin > >> > >> > >> > >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: > >> > >> Yes, very helpful suggestions, and thank you! Potential > article > >> suggestions also welcome... :) > >> > >> Katie Wester-Neal, Ph.D. > >> Assistant Professor > >> Teacher Education & Literacy > >> Gordon State College > >> > >> > >> ------------------------------ > >> *From:* xmca-l-bounces@mailman.ucsd.edu > > >> on behalf of Jonathan Tudge > >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM > >> *To:* eXtended Mind, Culture, Activity > >> *Subject:* [Xmca-l] Re: cultural constructions of > childhood? > >> > >> Hi, Katie, > >> > >> Here's another one that you might find interesting. > >> > >> I, personally, think it's brilliant. > >> > >> > https://www.amazon.com/Everyday-Lives-Young-Children-Societi > >> > es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= > >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% > >> 2C+class+and+child+rearing > >> > >> Cheers, > >> > >> Jon > >> > >> > >> ~~~~~~~~~~~ > >> > >> Jonathan Tudge > >> > >> Professor > >> Office: 155 Stone > >> > >> Our work on gratitude: > http://morethanthanks.wp.uncg.edu/ > > >> > >> A new book just published: Tudge, J. & Freitas, L. > (Eds.) Developing > >> gratitude in children and adolescents > >> > , > >> Cambridge, UK: Cambridge University Press > >> > >> My web site:http://www.uncg.edu/hdf/faculty/tudge > >> > >> Mailing address: > >> 248 Stone Building > >> Department of Human Development and Family Studies > >> PO Box 26170 > >> The University of North Carolina at Greensboro > >> Greensboro, NC 27402-6170 > >> USA > >> > >> phone (336) 223-6181 > >> fax (336) 334-5076 > >> > >> > >> > >> > >> > >> > >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: > >> > >> Katie, I believe that someone mentioned this? :) > >> > >> > >> ural-Perspective/dp/1473993377> > >> > >> Martin > >> > >> *"I may say that whenever I meet Mrs. Seligman or Dr. > Lowie or discuss > >> matters with Radcliffe-Brown or Kroeber, I become at > once aware that my > >> partner does not understand anything in the matter, and > I end usually with > >> the feeling that this also applies to myself? > (Malinowski, 1930)* > >> > >> > >> > >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > > >> wrote: > >> > >> Hello xmca-ers, > >> > >> Long time reader, rare contributor with a question for > a course I'll be > >> teaching soon. Besides Rogoff's *Cultural Nature of > Human Development*, > >> what else would you recommend in that vein? In the > course, we will be > >> exploring multiple constructions of childhood across > different cultures. > >> > >> Thanks for your help, > >> Katie > >> > >> Katie Wester-Neal, Ph.D. > >> Assistant Professor > >> Teacher Education & Literacy > >> Gordon State College > >> > >> > >> > >> > >> > > > > > > -- > > Gregory A. Thompson, Ph.D. > > Assistant Professor > > Department of Anthropology > > 880 Spencer W. Kimball Tower > > Brigham Young University > > Provo, UT 84602 > > WEBSITE: greg.a.thompson.byu.edu > > http://byu.academia.edu/GregoryThompson > > > > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html > > > ------------------------------ > > Message: 4 > Date: Sat, 9 Jun 2018 07:00:06 +0900 > From: David Kellogg > Subject: [Xmca-l] Necessities and Necessariness > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > Andy has an amazing on-line discussion, going back almost > exactly two > decades, on "Freedom as the Recognition of Necessity", > which was Engels's > exaptation of a Heglian formulation (which in turn comes > from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of > necessity in Hegel and Spinoza is a kind of philosophical > resignation to > one's fate, but in Marx and Vygotsky it is a kind of > active realization of > one's own labor and hence one's own selfhood in the > transformation of the > environment. > > The Soviet model of Marxism is a negation of both of > these. On the one > hand, externalization is active in nature, because it > really involves > turning the tables on the environment and forcing it to > adapt to human > necessities. And on the other hand it has very little room > for "one's own > labor" and still less for "one's own selfhood": "One" is not a > statistically significant, hence not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a > distinction between externalization as the recognition of > the necessariness > of necessities, and externalization as the recognition of > both one's own > necessariness and that of others. These seem to me to be > two distinct > processes, belonging to two different stages of > development (and to the > deveopment of tools on the one hand and signs on the > other). But perhaps > "seem" is the word I should be stressing. > > (In the article linked below, which I did with my wife, > there is this four > year old girl who is trying to learn the times tables. She > keeps getting > stuck: Why can't you just put three and five together and > get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your > presumed necessariness is not as important as instrumental > necessity. And > of course at one stage of development that is true; but > "sustainable > development" is everywhere and always a contradiction in > terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in *Early Years*, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and > maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html > > > ------------------------------ > > Message: 5 > Date: Sat, 9 Jun 2018 12:00:59 +1000 > From: Andy Blunden > Subject: [Xmca-l] Re: Necessities and Necessariness > To: xmca-l@mailman.ucsd.edu > Message-ID: > <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> > Content-Type: text/plain; charset="utf-8" > > David, > > The text you have discovered is indeed 20 years old. At that > time I knew nothing about Hegel, and nor could I find anyone > to learn from, and there were very few philosophical texts > available on the nascent internet. So I started copy-typing > Hegel texts on to my web site and encouraging people to > discuss them. This was my own do-it-yourself university. And > I have preserved this old discussion in case they are of use > to others. > > Now, the text you discovered is written *all* by my old > friend Davie MacLean, who was in those days a big fan of > Heidegger but an avid student of all philosophy. The first > part is addressed to me and the second part copied from a > letter from Davie to Cyril Smith, my star participant in > that discussion. Davie and I were both enthralled with > Cyril's new book, "Marx at the Millennium" and Cyril's > participation was an attractor for people to join in the > discussion. > > Here are some messages from Cyril to give you context: > https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm > > Much as I enjoyed my debates with Davie, I did not emerge > from them as a fan of Heidegger. During the past 6 months I > have been spending a lot of time studying Hegel's Philosophy > of Right. I certainly do not see the question, and nor did > Hegel, in terms of "reconciliation to one's fate," which is > indeed much closer to Spinoza's view. > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 9/06/2018 8:00 AM, David Kellogg wrote: > > Andy has an amazing on-line discussion, going back almost > > exactly two decades, on "Freedom as the Recognition of > > Necessity", which was Engels's exaptation of a Heglian > > formulation (which in turn comes from Spinoza. > > > > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > > > As I understand it, Andy is arguing that freedom as the > > recognition of necessity in Hegel and Spinoza is a kind of > > philosophical resignation to one's fate, but in Marx and > > Vygotsky it is a kind of active realization of one's own > > labor and hence one's own selfhood in the transformation > > of the environment. > > > > The Soviet model of Marxism is a negation of both of > > these. On the one hand, externalization is active in > > nature, because it really involves turning the tables on > > the environment and forcing it to adapt to human > > necessities. And on the other hand it has very little room > > for "one's own labor" and still less for "one's own > > selfhood": "One" is not a statistically significant, hence > > not a necessary, number. > > > > I think one way to reconcile this view with Andy's view is > > to make a distinction between externalization as the > > recognition of the necessariness of necessities, and > > externalization as the recognition of both one's own > > necessariness and that of others. These seem to me to be > > two distinct processes, belonging to two different stages > > of development (and to the deveopment of tools on the one > > hand and signs on the other). But perhaps "seem" is the > > word I should be stressing. > > > > (In the article linked below, which I did with my > > wife, there is this four year old girl who is trying to > > learn the times tables. She keeps getting stuck: Why can't > > you just put three and five together and get thirty five? > > Her grandmother is old school: your solution counts for > > nothing: Your presumed necessariness is not as important > > as instrumental necessity. And of course at one stage of > > development that is true; but "sustainable development" is > > everywhere and always a contradiction in terms: no > > development can ever sustain itself against itself.) > > > > David Kellogg > > Sangmyung University > > > > New in /Early Years/, co-authored with Fang Li: > > > > When three fives are thirty-five: Vygotsky in a Hallidayan > > idiom ? and maths in the grandmother tongue > > > > Some free e-prints available at: > > > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html > > > ------------------------------ > > Message: 6 > Date: Fri, 15 Jun 2018 06:48:18 +0000 > From: Alfredo Jornet Gil > Subject: [Xmca-l] Resituating Funds of Identity > To: "eXtended Mind, Culture, Activity" > > Message-ID: <1529045297954.74297@iped.uio.no> > Content-Type: text/plain; charset="iso-8859-1" > > Dear all, > > > it's been a quiet period here in xmca lately, partly, ?I > am afraid, due to my failure to initiate or follow up the > otherwis?e many and insightful conversations that > characterise the list during this end of semester. But I > am back with an invitation that I hope you will find > interesting and, hopefully, worth participating in. > > > I am attaching an article included in our Issue 2, for > discussion here at xmca, but in a slightly new format. > > > The article is entitled ??Resituating Funds of Identity > Within Contemporary Interpretations of Perezhivanie, ?by > Adam Poole and Jingyi Huang. Extending conceptualisations > of funds of knowledge and funds of identity by means of > drawing a connection with the concept perezhivanie, the > authors present the idea of *existential* funds of > identity. What makes interesting this latter concept is > that, by contrast to a most frequent sole focus on > positive community resources as constituting those funds > of knowledge/activity, Poole and Huang propose exploring > how not only positive, but also negative, life-changing > experiences may become a potential resource for > individual/collective activity. > > > Usually, we invite the author to discuss with us her/his > article. This time, we have also invited a discussant with > extensive experience in the field of funds of knowledge. > Thus, Adam Poole, as first author of the study, will be > with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises > Esteban-Guitart, who has kindly agreed to initiate the > discussion and engage in what promises to be an exciting > and constructive dialogue. They will be joining us soon, > and we have also identified a list of scholars interested > in similar issues that may be chiming in as we move on. In > the meantime, I hope that many of you will get the chance > to have a look at this interesting article and find it > worth discussing. And of course, as always, everyone is > welcome to contribute to the discussion. > > > Looking forward to an engaging discussion, > > Alfredo > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html > > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie.pdf > Type: application/pdf > Size: 1584180 bytes > Desc: Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie.pdf > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf > > > ------------------------------ > > _______________________________________________ > xmca-l mailing list > xmca-l@mailman.ucsd.edu > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > > End of xmca-l Digest, Vol 59, Issue 2 > ************************************* > This message and any attachment are intended solely for > the addressee and may contain confidential information. If > you have received this message in error, please send it > back to me, and immediately delete it. Please do not use, > copy or disclose the information contained in this message > or in any attachment. Any views or opinions expressed by > the author of this email do not necessarily reflect the > views of The University of Nottingham Ningbo China. This > message has been checked for viruses but the contents of > an attachment may still contain software viruses which > could damage your computer system: you are advised to > perform your own checks. Email communications with The > University of Nottingham Ningbo China may be monitored as > permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180618/7fd579cc/attachment.html From moises.esteban@udg.edu Sun Jun 17 10:21:16 2018 From: moises.esteban@udg.edu (MOISES ESTEBAN-GUITART) Date: Sun, 17 Jun 2018 19:21:16 +0200 (CEST) Subject: [Xmca-l] Re: Resituating Funds of Identity In-Reply-To: <24dcab45-506a-7e1a-44ff-4b4200105235@marxists.org> References: <24dcab45-506a-7e1a-44ff-4b4200105235@marxists.org> Message-ID: <49880.46.26.206.19.1529256076.squirrel@montseny.udg.edu> First of all a ?triple thank you?. Thanks Alfredo for reopening this collective space to ?inter-thinking?. Thank you Adam for your paper, in particular, and your great contributions on the funds of knowledge and funds of identity approach, in general. Thank you Andy for you insights and for helping us to understand better the concept of ?perezhivanie?. Indeed, as we know, it is a vague one, produced in the ending of Vygotsky?s life and such as other vygotskian concepts we really need develop it further. The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? 2) How we could link the concepts of identity and perezhivanie? 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? moises -- Mois?s Esteban Guitart Director Institut de Recerca Educativa Facultat d'Educaci? i Psicologia Universitat de Girona http://mipe.psyed.edu.es/ca/ http://psicologia.udg.edu/PTCEDH/presentation.asp https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en > Think of the origin of the idea of "catharsis." Originally > it referred to the experience of an audience watching a > Greek drama - their own emotions are played out in front of > them. Later is referred to a medical method of "purging" an > illness through vomiting, and it was adapted from there to > refer to the talking cure, in which the patient externalised > their problem with the help of the therapist. From > psychotherapy it entered popular culture as an image of > someone experiencing a traumatic personal transformation, I > think. > > > You may be quite right in terms of phases, Adam, but I think > "reflection" and "catharsis" are closely tied together. I > talked a lot about catharsis being to do with "processing" > an experience, overcoming it, integrating it into one's > personality, which does indeed sound like something very > different from "catharsis" as I've just described it. > > > It's up to you guys who are doing the qualitative research > to figure it out though. > > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 18/06/2018 1:33 AM, Adam Poole (16517826) wrote: >> Hi, >> Thanks to Andy for getting the discussion started >> on Resituating Funds of Identity. >> In response to describing a perezhivanie in terms of >> phases - I think it may be because I interpreted >> the working over of a critical episode in terms of a >> process, and so divided a perezhivanie into three phases. >> This was also a result of the data - I took your >> interpretation of a perezhivanie and used it to analyse >> the data, but in analyzing the data, there appeared to be >> a distinction between reflection and catharsis, which I >> lead utilized in interpretation your interpretation of a >> perezhivanie! >> I had in mind the dictionary definition of phase:'a >> distinct period or stage in a process of change or forming >> part of something's development' (from Google) and 'a >> distinguishable part in a course, development, or cycle: >> >> * the early phases of her career' from the >> Merriam-Webster online dictionary. >> >> * >> >> >> I also understood reflection as a pre-requisite for >> catharsis, in that a critical episode may remain >> unaddressed or perhaps even repressed (or blocked), but >> becoming conscious of the episode leads a person to >> reflect on it which in turn can lead to catharsis. >> Similarly, reflecting on your life, through narrative, >> such as funds of identity approaches, can trigger >> reflection and unblock a critical episode which can lead >> to catharsis and integration. >> Adam >> * >> * >> *From:* Andy Blunden > > >> *Date:* 15 June 2018 at 16:52:58 CEST >> *To:* > > >> *Subject:* *[Xmca-l] Re: Resituating Funds of Identity* >> *Reply-To:* "eXtended Mind, Culture, Activity" >> > >> >> I really liked this paper. I would like to make a brief >> response on the following passage which cites my own work: >> "Accordingly, Blunden distinguished three main units or >> phases in his account of /perezhivanie/, >> which, according to our data, occur in the following >> order: critical episode, reflection, catharsis >> and integration. That said, it has to be stressed that >> this movement may not be linear or occur in the >> order that we here present. We define the three phases of >> a /perezhivanie/as follows: >> ??? Critical episode: a traumatic experience or a >> life-changing episode in one???s life that leads to a >> blockage in psychological development. >> ??? Reflection: the process of becoming conscious of, >> reflecting on, and talking about the critical >> episode with a significant other, such as a teacher or a >> parent. >> ??? Catharsis and integration: the processing or working >> over of a critical episode in order to >> assimilate it into the personality." >> The summary is a good one. As to the interpretation in dot >> point, I would make the following observations: >> >> * The critical episode may be an /unblocking/. I often >> reflect on an important /perezhivanie /in my life in >> which a protracted negative experience of which I was >> hardly conscious, I broke through in one critical >> episode only seconds in duration which was utterly >> exhilarating, and as it happened the world changed >> around me and I became new person, in my own and >> others' eyes. >> * Reflection is an integral part of catharsis I think. I >> don't know how I would express this in terms of >> "phases." I really see it as a two-phase process, >> though on reflection just now, I have realised that >> there was a gradual phase preceding the critical >> episode which I had not thought about before. I grant >> that there are internal "meditative" processes as well >> as changes in social interaction. So the distinction >> between the internal and external processes is valid, >> but I don't think they can be separated in 'phases'. >> >> While I agree that a dichotomy between positive and >> negative experiences is questionable, the distinction is >> needed. The positive episode is developmental only because >> of the preceding negative experience preceding it. >> >> Andy >> ------------------------------------------------------------ >> Andy Blunden >> http://www.ethicalpolitics.org/ablunden/index.htm >> Andy Blunden's Home Page >> >> www.ethicalpolitics.org >> Andy Blunden's Home Page with links to pages I maintain >> and mail-to buttons >> >> >> ------------------------------------------------------------ >> On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: >> Dear all, >> >> it's been a quiet period here in xmca lately, partly, I am >> afraid, due to my failure to initiate or follow up the >> otherwise many and insightful conversations that >> characterise the list during this end of semester. But I >> am back with an invitation that I hope you will find >> interesting and, hopefully, worth participating in. >> >> I am attaching an article included in our Issue 2, for >> discussion here at xmca, but in a slightly new format. >> >> The article is entitled /Resituating Funds of Identity >> Within Contemporary Interpretations of Perezhivanie, /by >> Adam Poole and Jingyi >> Huang. Extending conceptualisations of funds of knowledge >> and funds of identity by means of drawing a connection >> with the concept perezhivanie, the authors present the >> idea of *existential* funds of identity. What makes >> interesting this latter concept is that, by contrast to a >> most frequent sole focus on positive community resources >> as constituting those funds of knowledge/activity, Poole >> and Huang propose exploring how not only positive, but >> also negative, life-changing experiences may become a >> potential resource for individual/collective activity. >> >> Usually, we invite the author to discuss with us her/his >> article. This time, we have also invited a discussant with >> extensive experience in the field of funds of knowledge. >> Thus, Adam Poole, as first author of the study, will be >> with us, sharing his views, motives, and challenges in >> developing the study. As discussant, we will have Moises >> Esteban-Guitart, who has kindly agreed to initiate the >> discussion and engage in what promises to be an exciting >> and constructive dialogue. They will be joining us soon, >> and we have also identified a list of scholars interested >> in similar issues that may be chiming in as we move on. In >> the meantime, I hope that many of you will get the chance >> to have a look at this interesting article and find it >> worth discussing. And of course, as always, everyone is >> welcome to contribute to the discussion. >> >> Looking forward to an engaging discussion, >> Alfredo >> >> >> >> ------------------------------------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of >> xmca-l-request@mailman.ucsd.edu >> >> *Sent:* 15 June 2018 14:50 >> *To:* xmca-l@mailman.ucsd.edu >> *Subject:* xmca-l Digest, Vol 59, Issue 2 >> >> Send xmca-l mailing list submissions to >> xmca-l@mailman.ucsd.edu >> >> To subscribe or unsubscribe via the World Wide Web, visit >> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >> >> or, via email, send a message with subject or body 'help' to >> xmca-l-request@mailman.ucsd.edu >> >> You can reach the person managing the list at >> xmca-l-owner@mailman.ucsd.edu >> >> When replying, please edit your Subject line so it is more >> specific >> than "Re: Contents of xmca-l digest..." >> >> >> Today's Topics: >> >> 1. Re: cultural constructions of childhood? (Katherine >> Wester Neal) >> 2. Re: cultural constructions of childhood? (Greg Thompson) >> 3. Re: cultural constructions of childhood? (Greg Thompson) >> 4. Necessities and Necessariness (David Kellogg) >> 5. Re: Necessities and Necessariness (Andy Blunden) >> 6. Resituating Funds of Identity (Alfredo Jornet Gil) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Wed, 6 Jun 2018 01:13:52 +0000 >> From: Katherine Wester Neal >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Thanks again! I'd forgotten about the Babies movie, and >> yes, it's perfect for this course. Now I have lots of >> reading to do! >> >> >> If a database of collected works becomes available, I'd be >> happy to post the syllabus. It's for an undergrad seminar >> course. >> >> ________________________________ >> From: xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo >> Jornet Gil >> Sent: Tuesday, June 5, 2018 5:00:34 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I >> am glad. >> >> >> Things are going slower than anticipated, but hopefully we >> will sooner than later have a web platform for collecting >> this type of resources, such as course syllabus, etc. in >> one place, so that next time someone looks for the same, >> they can find it immediately. Right now, is still possible >> to do searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but we are >> hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> ________________________________ >> From: xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin >> Packer >> Sent: 05 June 2018 22:12 >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> > wrote: >> >> Yes, very helpful suggestions, and thank you! Potential >> article suggestions also welcome... :) >> >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ________________________________ >> From: >> xmca-l-bounces@mailman.ucsd.edu >> > >> on behalf of Jonathan Tudge >> > >> Sent: Tuesday, June 5, 2018 2:24:18 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) >> Developing gratitude in children and >> adolescents, >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> > wrote: >> Katie, I believe that someone mentioned this? :) >> >> >> >> Martin >> >> "I may say that whenever I meet Mrs. Seligman or Dr. Lowie >> or discuss matters with Radcliffe-Brown or Kroeber, I >> become at once aware that my partner does not understand >> anything in the matter, and I end usually with the feeling >> that this also applies to myself? (Malinowski, 1930) >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> > wrote: >> >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a >> course I'll be teaching soon. Besides Rogoff's Cultural >> Nature of Human Development, what else would you recommend >> in that vein? In the course, we will be exploring multiple >> constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 2 >> Date: Wed, 6 Jun 2018 13:22:31 +0900 >> From: Greg Thompson >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Hopefully not too late, David Lancy's The Anthropology of >> Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of >> childhoods across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America >> 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false >> >> And I came across this more accessible book while >> searching for the Kett >> and thought it might be useful (I haven't read it and so >> can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> >> wrote: >> >> > Thanks again! I'd forgotten about the * Babies* movie, >> and yes, it's >> > perfect for this course. Now I have lots of reading to do! >> > >> > >> > If a database of collected works becomes available, I'd >> be happy to post >> > the syllabus. It's for an undergrad seminar course. >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Alfredo Jornet Gil >> > *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> > >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > >> > That was a great list of recommendations you got, Katie, >> I am glad. >> > >> > >> > Things are going slower than anticipated, but hopefully >> we will sooner >> > than later have a web platform for collecting this type >> of resources, such >> > as course syllabus, etc. in one place, so that next time >> someone looks for >> > the same, they can find it immediately. Right now, is >> still possible to do >> > searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but >> > we are hoping this will be very much improved. ? >> > >> > Cheers, >> > >> > Alfredo >> > >> > >> > >> > >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Martin Packer >> > *Sent:* 05 June 2018 22:12 >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > Some resources here too: >> > >> > >> >> > >> > Martin >> > >> > >> > >> > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> > >> > Yes, very helpful suggestions, and thank you! Potential >> article >> > suggestions also welcome... :) >> > >> > Katie Wester-Neal, Ph.D. >> > Assistant Professor >> > Teacher Education & Literacy >> > Gordon State College >> > >> > >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Jonathan Tudge >> > *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > Hi, Katie, >> > >> > Here's another one that you might find interesting. >> > >> > I, personally, think it's brilliant. >> > >> > https://www.amazon.com/Everyday-Lives-Young-Children- >> > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= >> > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ >> > children%3A+culture%2C+class+and+child+rearing >> > >> > Cheers, >> > >> > Jon >> > >> > >> > ~~~~~~~~~~~ >> > >> > Jonathan Tudge >> > >> > Professor >> > Office: 155 Stone >> > >> > Our work on gratitude: >> http://morethanthanks.wp.uncg.edu/ >> >> > >> > A new book just published: Tudge, J. & Freitas, L. >> (Eds.) Developing >> > gratitude in children and adolescents >> > >> , >> > Cambridge, UK: Cambridge University Press >> > >> > My web site:http://www.uncg.edu/hdf/faculty/tudge >> > >> > Mailing address: >> > 248 Stone Building >> > Department of Human Development and Family Studies >> > PO Box 26170 >> > The University of North Carolina at Greensboro >> > Greensboro, NC 27402-6170 >> > USA >> > >> > phone (336) 223-6181 >> > fax (336) 334-5076 >> > >> > >> > >> > >> > >> > >> > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> > >> > Katie, I believe that someone mentioned this? :) >> > >> > > > ural-Perspective/dp/1473993377> >> > >> > Martin >> > >> > *"I may say that whenever I meet Mrs. Seligman or Dr. >> Lowie or discuss >> > matters with Radcliffe-Brown or Kroeber, I become at >> once aware that my >> > partner does not understand anything in the matter, and >> I end usually with >> > the feeling that this also applies to myself? >> (Malinowski, 1930)* >> > >> > >> > >> > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> > >> > Hello xmca-ers, >> > >> > Long time reader, rare contributor with a question for a >> course I'll be >> > teaching soon. Besides Rogoff's *Cultural Nature of >> Human Development*, >> > what else would you recommend in that vein? In the >> course, we will be >> > exploring multiple constructions of childhood across >> different cultures. >> > >> > Thanks for your help, >> > Katie >> > >> > Katie Wester-Neal, Ph.D. >> > Assistant Professor >> > Teacher Education & Literacy >> > Gordon State College >> > >> > >> > >> > >> > >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 3 >> Date: Thu, 7 Jun 2018 13:07:41 +0900 >> From: Greg Thompson >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> and a few more on the anthropology front (in case you are >> still interested): >> >> Bambi Chapin's *Childhood in a Sri Lankan Village* is very >> good. Gottlieb >> and De Loache have a new *A World of Babies* edition out. >> >> ?And ? >> Elise Berman >> ? has a book coming out at the end of January that does >> some good >> theorizing of "age", including "childhood". The title of >> her book is: >> *Talking Like Children: Language and the Production of Age >> in the Marshall >> Islands.* Oxford University Press >> >> >> On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson >> >> wrote: >> >> > Hopefully not too late, David Lancy's The Anthropology >> of Childhood: >> > Cherubs, Chattel, and Changelings has a nice sampling of >> childhoods across >> > multiple cultures. >> > >> > Also, some classics from a Western historical perspective: >> > Joseph Kett's Rites of Passage: Adolescence in America >> 1790 to Present >> > Phillip Aries' Centuries of Childhood >> > >> > And a sociological one that looked interesting: >> > https://books.google.co.kr/books?hl=en&lr=&id=q_ >> > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ >> > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ >> > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% >> > 20the%20construction%20of%20childhood&f=false >> > >> > And I came across this more accessible book while >> searching for the Kett >> > and thought it might be useful (I haven't read it and so >> can't vouch for >> > quality): >> > https://books.google.co.kr/books?hl=en&lr=&id= >> > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= >> > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= >> > onepage&q=kett%20history%20of%20childhood&f=false >> > >> > Good luck! >> > -greg >> > >> > >> > >> > >> > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> >> > wrote: >> > >> >> Thanks again! I'd forgotten about the * Babies* movie, >> and yes, it's >> >> perfect for this course. Now I have lots of reading to do! >> >> >> >> >> >> If a database of collected works becomes available, I'd >> be happy to post >> >> the syllabus. It's for an undergrad seminar course. >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Alfredo Jornet Gil >> >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> >> >> That was a great list of recommendations you got, >> Katie, I am glad. >> >> >> >> >> >> Things are going slower than anticipated, but hopefully >> we will sooner >> >> than later have a web platform for collecting this type >> of resources, such >> >> as course syllabus, etc. in one place, so that next >> time someone looks for >> >> the same, they can find it immediately. Right now, is >> still possible to do >> >> searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but >> >> we are hoping this will be very much improved. ? >> >> >> >> Cheers, >> >> >> >> Alfredo >> >> >> >> >> >> >> >> >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Martin Packer >> >> *Sent:* 05 June 2018 22:12 >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> Some resources here too: >> >> >> >> >> >> >> >> >> Martin >> >> >> >> >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> >> >> >> Yes, very helpful suggestions, and thank you! Potential >> article >> >> suggestions also welcome... :) >> >> >> >> Katie Wester-Neal, Ph.D. >> >> Assistant Professor >> >> Teacher Education & Literacy >> >> Gordon State College >> >> >> >> >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Jonathan Tudge >> >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> Hi, Katie, >> >> >> >> Here's another one that you might find interesting. >> >> >> >> I, personally, think it's brilliant. >> >> >> >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> >> >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> >> 2C+class+and+child+rearing >> >> >> >> Cheers, >> >> >> >> Jon >> >> >> >> >> >> ~~~~~~~~~~~ >> >> >> >> Jonathan Tudge >> >> >> >> Professor >> >> Office: 155 Stone >> >> >> >> Our work on gratitude: >> http://morethanthanks.wp.uncg.edu/ >> >> >> >> >> A new book just published: Tudge, J. & Freitas, L. >> (Eds.) Developing >> >> gratitude in children and adolescents >> >> >> , >> >> Cambridge, UK: Cambridge University Press >> >> >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> >> >> Mailing address: >> >> 248 Stone Building >> >> Department of Human Development and Family Studies >> >> PO Box 26170 >> >> The University of North Carolina at Greensboro >> >> Greensboro, NC 27402-6170 >> >> USA >> >> >> >> phone (336) 223-6181 >> >> fax (336) 334-5076 >> >> >> >> >> >> >> >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> >> >> >> Katie, I believe that someone mentioned this? :) >> >> >> >> >> > >> ural-Perspective/dp/1473993377> >> >> >> >> Martin >> >> >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. >> Lowie or discuss >> >> matters with Radcliffe-Brown or Kroeber, I become at >> once aware that my >> >> partner does not understand anything in the matter, and >> I end usually with >> >> the feeling that this also applies to myself? >> (Malinowski, 1930)* >> >> >> >> >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> >> >> wrote: >> >> >> >> Hello xmca-ers, >> >> >> >> Long time reader, rare contributor with a question for >> a course I'll be >> >> teaching soon. Besides Rogoff's *Cultural Nature of >> Human Development*, >> >> what else would you recommend in that vein? In the >> course, we will be >> >> exploring multiple constructions of childhood across >> different cultures. >> >> >> >> Thanks for your help, >> >> Katie >> >> >> >> Katie Wester-Neal, Ph.D. >> >> Assistant Professor >> >> Teacher Education & Literacy >> >> Gordon State College >> >> >> >> >> >> >> >> >> >> >> > >> > >> > -- >> > Gregory A. Thompson, Ph.D. >> > Assistant Professor >> > Department of Anthropology >> > 880 Spencer W. Kimball Tower >> > Brigham Young University >> > Provo, UT 84602 >> > WEBSITE: greg.a.thompson.byu.edu >> > http://byu.academia.edu/GregoryThompson >> >> > >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 4 >> Date: Sat, 9 Jun 2018 07:00:06 +0900 >> From: David Kellogg >> Subject: [Xmca-l] Necessities and Necessariness >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Andy has an amazing on-line discussion, going back almost >> exactly two >> decades, on "Freedom as the Recognition of Necessity", >> which was Engels's >> exaptation of a Heglian formulation (which in turn comes >> from Spinoza. >> >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> >> As I understand it, Andy is arguing that freedom as the >> recognition of >> necessity in Hegel and Spinoza is a kind of philosophical >> resignation to >> one's fate, but in Marx and Vygotsky it is a kind of >> active realization of >> one's own labor and hence one's own selfhood in the >> transformation of the >> environment. >> >> The Soviet model of Marxism is a negation of both of >> these. On the one >> hand, externalization is active in nature, because it >> really involves >> turning the tables on the environment and forcing it to >> adapt to human >> necessities. And on the other hand it has very little room >> for "one's own >> labor" and still less for "one's own selfhood": "One" is not a >> statistically significant, hence not a necessary, number. >> >> I think one way to reconcile this view with Andy's view is >> to make a >> distinction between externalization as the recognition of >> the necessariness >> of necessities, and externalization as the recognition of >> both one's own >> necessariness and that of others. These seem to me to be >> two distinct >> processes, belonging to two different stages of >> development (and to the >> deveopment of tools on the one hand and signs on the >> other). But perhaps >> "seem" is the word I should be stressing. >> >> (In the article linked below, which I did with my wife, >> there is this four >> year old girl who is trying to learn the times tables. She >> keeps getting >> stuck: Why can't you just put three and five together and >> get thirty five? >> Her grandmother is old school: your solution counts for >> nothing: Your >> presumed necessariness is not as important as instrumental >> necessity. And >> of course at one stage of development that is true; but >> "sustainable >> development" is everywhere and always a contradiction in >> terms: no >> development can ever sustain itself against itself.) >> >> David Kellogg >> Sangmyung University >> >> New in *Early Years*, co-authored with Fang Li: >> >> When three fives are thirty-five: Vygotsky in a Hallidayan >> idiom ? and >> maths in the grandmother tongue >> >> Some free e-prints available at: >> >> https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 5 >> Date: Sat, 9 Jun 2018 12:00:59 +1000 >> From: Andy Blunden >> Subject: [Xmca-l] Re: Necessities and Necessariness >> To: xmca-l@mailman.ucsd.edu >> Message-ID: >> <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> >> Content-Type: text/plain; charset="utf-8" >> >> David, >> >> The text you have discovered is indeed 20 years old. At that >> time I knew nothing about Hegel, and nor could I find anyone >> to learn from, and there were very few philosophical texts >> available on the nascent internet. So I started copy-typing >> Hegel texts on to my web site and encouraging people to >> discuss them. This was my own do-it-yourself university. And >> I have preserved this old discussion in case they are of use >> to others. >> >> Now, the text you discovered is written *all* by my old >> friend Davie MacLean, who was in those days a big fan of >> Heidegger but an avid student of all philosophy. The first >> part is addressed to me and the second part copied from a >> letter from Davie to Cyril Smith, my star participant in >> that discussion. Davie and I were both enthralled with >> Cyril's new book, "Marx at the Millennium" and Cyril's >> participation was an attractor for people to join in the >> discussion. >> >> Here are some messages from Cyril to give you context: >> https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm >> >> Much as I enjoyed my debates with Davie, I did not emerge >> from them as a fan of Heidegger. During the past 6 months I >> have been spending a lot of time studying Hegel's Philosophy >> of Right. I certainly do not see the question, and nor did >> Hegel, in terms of "reconciliation to one's fate," which is >> indeed much closer to Spinoza's view. >> >> Andy >> >> ------------------------------------------------------------ >> Andy Blunden >> http://www.ethicalpolitics.org/ablunden/index.htm >> On 9/06/2018 8:00 AM, David Kellogg wrote: >> > Andy has an amazing on-line discussion, going back almost >> > exactly two decades, on "Freedom as the Recognition of >> > Necessity", which was Engels's exaptation of a Heglian >> > formulation (which in turn comes from Spinoza. >> > >> > >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> > >> > As I understand it, Andy is arguing that freedom as the >> > recognition of necessity in Hegel and Spinoza is a kind of >> > philosophical resignation to one's fate, but in Marx and >> > Vygotsky it is a kind of active realization of one's own >> > labor and hence one's own selfhood in the transformation >> > of the environment. >> > >> > The Soviet model of Marxism is a negation of both of >> > these. On the one hand, externalization is active in >> > nature, because it really involves turning the tables on >> > the environment and forcing it to adapt to human >> > necessities. And on the other hand it has very little room >> > for "one's own labor" and still less for "one's own >> > selfhood": "One" is not a statistically significant, hence >> > not a necessary, number. >> > >> > I think one way to reconcile this view with Andy's view is >> > to make a distinction between externalization as the >> > recognition of the necessariness of necessities, and >> > externalization as the recognition of both one's own >> > necessariness and that of others. These seem to me to be >> > two distinct processes, belonging to two different stages >> > of development (and to the deveopment of tools on the one >> > hand and signs on the other). But perhaps "seem" is the >> > word I should be stressing. >> > >> > (In the article linked below, which I did with my >> > wife, there is this four year old girl who is trying to >> > learn the times tables. She keeps getting stuck: Why can't >> > you just put three and five together and get thirty five? >> > Her grandmother is old school: your solution counts for >> > nothing: Your presumed necessariness is not as important >> > as instrumental necessity. And of course at one stage of >> > development that is true; but "sustainable development" is >> > everywhere and always a contradiction in terms: no >> > development can ever sustain itself against itself.) >> > >> > David Kellogg >> > Sangmyung University >> > >> > New in /Early Years/, co-authored with Fang Li: >> > >> > When three fives are thirty-five: Vygotsky in a Hallidayan >> > idiom ? and maths in the grandmother tongue >> > >> > Some free e-prints available at: >> > >> > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> > >> > >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 6 >> Date: Fri, 15 Jun 2018 06:48:18 +0000 >> From: Alfredo Jornet Gil >> Subject: [Xmca-l] Resituating Funds of Identity >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: <1529045297954.74297@iped.uio.no> >> Content-Type: text/plain; charset="iso-8859-1" >> >> Dear all, >> >> >> it's been a quiet period here in xmca lately, partly, ?I >> am afraid, due to my failure to initiate or follow up the >> otherwis?e many and insightful conversations that >> characterise the list during this end of semester. But I >> am back with an invitation that I hope you will find >> interesting and, hopefully, worth participating in. >> >> >> I am attaching an article included in our Issue 2, for >> discussion here at xmca, but in a slightly new format. >> >> >> The article is entitled ??Resituating Funds of Identity >> Within Contemporary Interpretations of Perezhivanie, ?by >> Adam Poole and Jingyi Huang. Extending conceptualisations >> of funds of knowledge and funds of identity by means of >> drawing a connection with the concept perezhivanie, the >> authors present the idea of *existential* funds of >> identity. What makes interesting this latter concept is >> that, by contrast to a most frequent sole focus on >> positive community resources as constituting those funds >> of knowledge/activity, Poole and Huang propose exploring >> how not only positive, but also negative, life-changing >> experiences may become a potential resource for >> individual/collective activity. >> >> >> Usually, we invite the author to discuss with us her/his >> article. This time, we have also invited a discussant with >> extensive experience in the field of funds of knowledge. >> Thus, Adam Poole, as first author of the study, will be >> with us, sharing his views, motives, and challenges in >> developing the study. As discussant, we will have Moises >> Esteban-Guitart, who has kindly agreed to initiate the >> discussion and engage in what promises to be an exciting >> and constructive dialogue. They will be joining us soon, >> and we have also identified a list of scholars interested >> in similar issues that may be chiming in as we move on. In >> the meantime, I hope that many of you will get the chance >> to have a look at this interesting article and find it >> worth discussing. And of course, as always, everyone is >> welcome to contribute to the discussion. >> >> >> Looking forward to an engaging discussion, >> >> Alfredo >> >> >> >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html >> >> -------------- next part -------------- >> A non-text attachment was scrubbed... >> Name: Resituating Funds of Identity Within Contemporary >> Interpretations of Perezhivanie.pdf >> Type: application/pdf >> Size: 1584180 bytes >> Desc: Resituating Funds of Identity Within Contemporary >> Interpretations of Perezhivanie.pdf >> Url : >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf >> >> >> ------------------------------ >> >> _______________________________________________ >> xmca-l mailing list >> xmca-l@mailman.ucsd.edu >> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >> >> >> End of xmca-l Digest, Vol 59, Issue 2 >> ************************************* >> This message and any attachment are intended solely for >> the addressee and may contain confidential information. If >> you have received this message in error, please send it >> back to me, and immediately delete it. Please do not use, >> copy or disclose the information contained in this message >> or in any attachment. Any views or opinions expressed by >> the author of this email do not necessarily reflect the >> views of The University of Nottingham Ningbo China. This >> message has been checked for viruses but the contents of >> an attachment may still contain software viruses which >> could damage your computer system: you are advised to >> perform your own checks. Email communications with The >> University of Nottingham Ningbo China may be monitored as >> permitted by UK and Chinese legislation. > > From Adam.Poole@nottingham.edu.cn Mon Jun 18 19:14:18 2018 From: Adam.Poole@nottingham.edu.cn (Adam Poole (16517826)) Date: Tue, 19 Jun 2018 02:14:18 +0000 Subject: [Xmca-l] Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: References: Message-ID: Thanks to Moises for posting some questions about the article that I would like to respond to. I will first include his summary and interpretation of the paper and then respond to his questions. Interpretation of paper The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. Questions 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? This is a question that I have been struggling with for some time. When I initially uncovered existential funds of identity I considered to be more than a type of funds of identity. I couldn't see how it related to the five categories that you proposed, as to me the type of identity being described was more internal or meditative. However, the more I researched into the funds of identity concept and its theoretical underpinnings, the more I came to question this conclusion. Firstly, funds of identity, as I understand it, is predicated upon a synthesis of macro and micro-level approaches to culture - that is, identity is embedded in artefacts and social practices and therefore is distributed in nature. However, to bring in the concept of perezhivanie, individuals construct new identities from the social identities that surround them. In contrast, I initially understood existential funds of identity as largely phenomenological in nature. However, on reflection, I realised that issues to do with identity confusion, relationship problems, etc, are social in nature. So, existential funds of identity should be seen as a complement to funds of identity, rather than a re-theorisation of it. Most significantly, it can be used to show how negative experiences can be drawn on in order to bring about positive pedagogical outcomes. However, I would be interested to know if anyone else thinks that existential funds of identity complements or contradicts the concept developed by Moises. 2) How we could link the concepts of identity and perezhivanie? Good question! For me. identity is an open-ended process that is both personal and social in nature. For this reason, perezhivanie is a really useful concept to bring this relationship into focus. Firstly, it shows how development is the result of the dialectical relationship between the mind and the environment. This relates to identity in a big way, as it suggests that identity is quite fluid: we are different people in different times and across different contexts. Perezhivanie is relevant here as it helps to explain the way individuals relate differentially to their environments. In relation to my teaching, I have found that students do not embody fixed identities that they take with them from class to class, but construct new identities in response to their classes - the teacher, the students, the subject. To draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do not only bring one school bag with them, but have many different bags from which they draw in the construction, and performance, of their classroom identities. This realisation lead me to question the role of labelling that you often find in staff rooms - this is the 'difficult' student, this is the 'gifted' student, etc. By observing students' behaviour in other classes, I realised that there was something going on between the students and their environments - hence the link between identity and perezhivanie. Rather than engaging with the imposed label (that really says more about our deficit thinking than the students themselves) we should engage with the students' lived experiences of their social world - both positive and negative. 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? This is a bit more of a complicated one! I do agree with your assertion that drawing upon minoritised students' negative or problematic experiences could lead to the reproduction of deficit thinking. However, I do think that if handled ethically, teachers can draw upon both light and dark funds of identity in order to valorise the whole child and their social worlds. So pedagogically, existential funds of identity can help to develop 'thick' stranded relationships between teachers and students. Moreover, it can also bridge the gap between the classroom and home by acknowledging that life and individual experiencing is complex and multi-layered, often involving critical moments that are ambivalent in nature. I have to say that this approach may not be appropriate for younger learners. I had in mind adolescent learners when I developed the idea of existential funds of identity. Cheers, Adam This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/b6ecb4e6/attachment.html From preiss.xmca@gmail.com Tue Jun 19 20:20:52 2018 From: preiss.xmca@gmail.com (David Preiss) Date: Tue, 19 Jun 2018 23:20:52 -0400 Subject: [Xmca-l] SCRD and U.S. immigration policy statement Message-ID: Dear colleagues, This may open a constructive dialogue here on the always complex relation between policy, politics, science and human rights. DP Statement of Laura L. Namy, Executive Director, Society for Research in Child Development on U.S. Policy of Separating Immigrant Children from their Families at the Border https://www.srcd.org/sites/default/files/documents/statement_from_laura_l_namy_child_separation_2.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/e5f2fc3d/attachment.html From preiss.xmca@gmail.com Tue Jun 19 20:25:39 2018 From: preiss.xmca@gmail.com (David Preiss) Date: Tue, 19 Jun 2018 23:25:39 -0400 Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement In-Reply-To: References: Message-ID: PS. The twitter account of SRCD then disseminated related evidence and posted a new statement: https://mobile.twitter.com/SRCDtweets SRCD Statement Addressing the Evidence on Child Separation from Families: The science on separating children from their families is unambiguous: It is harmful to children?s development and long-term physical, mental, and emotional health. It disrupts a child?s sense of security, removes a child?s strongest source of comfort, and causes harm to a child?s well-being. The evidence underscores the importance of prioritizing keeping children secure with their families. On Tue, Jun 19, 2018 at 11:20 PM, David Preiss wrote: > > Dear colleagues, > > This may open a constructive dialogue here on the always complex relation > between policy, politics, science and human rights. > > DP > > Statement of Laura L. Namy, Executive Director, Society for Research in > Child Development on U.S. Policy of Separating Immigrant Children from > their Families at the Border > > https://www.srcd.org/sites/default/files/documents/ > statement_from_laura_l_namy_child_separation_2.pdf > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/9ab5a33a/attachment.html From a.j.gil@iped.uio.no Wed Jun 20 00:30:06 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Wed, 20 Jun 2018 07:30:06 +0000 Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement In-Reply-To: References: , Message-ID: <1529479810081.87900@iped.uio.no> Thanks for sharing this, David. Many of us are deeply concerned and sad with the barbarity and inhumanity that the people in the US borders and lands are suffering because of current US policies with immigration, not to mention the recent withdrawall from UN's Human Rights Council. But yes, I totally agree that this opens wide room for discussing the always complex relation between science and politics. Personally, I totally support the writing of a scientific repport showing the "evidence" of the inhumanity of separating young children from their parents. But I am very unsure about the adequacy of a supposedly non-partisan position of using "scientific" evidence as a sort of blank sheet upon which to draw political opinions and choices, specially when the "science" concerns basic human rights of and for evelopment and well-being that any other species *knows* without uncertainty, with tenacious and irrevocable objectivity. Is the work of documenting the *need* and *right* of children to remain together with their parents really about "objectivity"? Or put another way, what type of science is that which cannot tell whether separating children from parents/caregivers is *bad* and *not right*? After all, the SCRD's statement seems quite unambigous with regard to what has "importance" and should be "prioritized". A can of worms. Surely many here that have a much more articulated position about this. I am very curious about what the views on this are. With five IPCC reports out there and seeing the little progress made on Climate Change issues, this debate, though old, is far from exhausted, I am afraid. Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of David Preiss Sent: 20 June 2018 05:25 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement PS. The twitter account of SRCD then disseminated related evidence and posted a new statement: https://mobile.twitter.com/SRCDtweets SRCD Statement Addressing the Evidence on Child Separation from Families: The science on separating children from their families is unambiguous: It is harmful to children's development and long-term physical, mental, and emotional health. It disrupts a child's sense of security, removes a child's strongest source of comfort, and causes harm to a child's well-being. The evidence underscores the importance of prioritizing keeping children secure with their families. On Tue, Jun 19, 2018 at 11:20 PM, David Preiss > wrote: Dear colleagues, This may open a constructive dialogue here on the always complex relation between policy, politics, science and human rights. DP Statement of Laura L. Namy, Executive Director, Society for Research in Child Development on U.S. Policy of Separating Immigrant Children from their Families at the Border https://www.srcd.org/sites/default/files/documents/statement_from_laura_l_namy_child_separation_2.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/8bc081e5/attachment.html From preiss.xmca@gmail.com Wed Jun 20 08:19:10 2018 From: preiss.xmca@gmail.com (David Preiss) Date: Wed, 20 Jun 2018 11:19:10 -0400 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> <1528232434572.75498@iped.uio.no> Message-ID: What about the works of the late William Kessen? (Sorry if I am repeating something mentioned above, just coming back to XMCA after a long hiatus) On Thu, Jun 7, 2018 at 12:07 AM, Greg Thompson wrote: > and a few more on the anthropology front (in case you are still > interested): > > Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb > and De Loache have a new *A World of Babies* edition out. > > ?And ? > Elise Berman > ? has a book coming out at the end of January that does some good > theorizing of "age", including "childhood". The title of her book is: > *Talking Like Children: Language and the Production of Age in the Marshall > Islands.* Oxford University Press > > > On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > wrote: > >> Hopefully not too late, David Lancy's The Anthropology of Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of childhoods across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ& >> oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+ >> childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v= >> onepage&q=anthropology%20and%20the%20construction%20of%20chi >> ldhood&f=false >> >> And I came across this more accessible book while searching for the Kett >> and thought it might be useful (I haven't read it and so can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ& >> oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4& >> sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett% >> 20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> wrote: >> >>> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >>> perfect for this course. Now I have lots of reading to do! >>> >>> >>> If a database of collected works becomes available, I'd be happy to post >>> the syllabus. It's for an undergrad seminar course. >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Alfredo Jornet Gil >>> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>> >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> >>> That was a great list of recommendations you got, Katie, I am glad. >>> >>> >>> Things are going slower than anticipated, but hopefully we will sooner >>> than later have a web platform for collecting this type of resources, such >>> as course syllabus, etc. in one place, so that next time someone looks for >>> the same, they can find it immediately. Right now, is still possible to do >>> searches using keywords in xmca: http://lchc.ucsd.edu/MCA >>> /Mail/index.html but we are hoping this will be very much improved. ? >>> >>> Cheers, >>> >>> Alfredo >>> >>> >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Martin Packer >>> *Sent:* 05 June 2018 22:12 >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Some resources here too: >>> >>> >>> >>> Martin >>> >>> >>> >>> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> wrote: >>> >>> Yes, very helpful suggestions, and thank you! Potential article >>> suggestions also welcome... :) >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Jonathan Tudge >>> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Hi, Katie, >>> >>> Here's another one that you might find interesting. >>> >>> I, personally, think it's brilliant. >>> >>> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >>> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >>> 8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+ >>> class+and+child+rearing >>> >>> Cheers, >>> >>> Jon >>> >>> >>> ~~~~~~~~~~~ >>> >>> Jonathan Tudge >>> >>> Professor >>> Office: 155 Stone >>> >>> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >>> >>> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >>> gratitude in children and adolescents >>> , >>> Cambridge, UK: Cambridge University Press >>> >>> My web site:http://www.uncg.edu/hdf/faculty/tudge >>> >>> Mailing address: >>> 248 Stone Building >>> Department of Human Development and Family Studies >>> PO Box 26170 >>> The University of North Carolina at Greensboro >>> Greensboro, NC 27402-6170 >>> USA >>> >>> phone (336) 223-6181 >>> fax (336) 334-5076 >>> >>> >>> >>> >>> >>> >>> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> wrote: >>> >>> Katie, I believe that someone mentioned this? :) >>> >>> >> ural-Perspective/dp/1473993377> >>> >>> Martin >>> >>> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >>> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >>> partner does not understand anything in the matter, and I end usually with >>> the feeling that this also applies to myself? (Malinowski, 1930)* >>> >>> >>> >>> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> wrote: >>> >>> Hello xmca-ers, >>> >>> Long time reader, rare contributor with a question for a course I'll be >>> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >>> what else would you recommend in that vein? In the course, we will be >>> exploring multiple constructions of childhood across different cultures. >>> >>> Thanks for your help, >>> Katie >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> >>> >>> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/bab1ecec/attachment.html From preiss.xmca@gmail.com Wed Jun 20 08:21:48 2018 From: preiss.xmca@gmail.com (David Preiss) Date: Wed, 20 Jun 2018 11:21:48 -0400 Subject: [Xmca-l] Re: FW: Fyi In-Reply-To: References: Message-ID: Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky wrote: > Another interesting paper by Rene and colleague on LSV's Jewish heritage, > something I've been fascinated by for several years (my grandparents were > Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad > had 2 brothers born there, he and a brother were born in New York). > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/ac473c3c/attachment.html From yrjo.engestrom@helsinki.fi Wed Jun 20 08:29:42 2018 From: yrjo.engestrom@helsinki.fi (=?utf-8?B?RW5nZXN0csO2bSwgWXJqw7YgSCBN?=) Date: Wed, 20 Jun 2018 15:29:42 +0000 Subject: [Xmca-l] A new book, and a new translation Message-ID: <5FAABD79-1B90-4E53-85CA-1BBFD71F4853@helsinki.fi> Dear colleagues, in the next few weeks, Cambridge University Press is publishing my new book, Expertise in Transition: Expansive Learning in Medical Work, announced below. [cid:122dd566-cece-4866-9346-401d57f497fa@eurprd07.prod.outlook.com] My previous book, Studies in Expansive Learning: Learning What Is Not Yet There, also published by Cambridge University Press (2016), has just been published in Japanese by the publishing house Shin-yo-sha in Tokyo (see the book cover below). The translation of the book was led by Professor Katsuhiro Yamazumi from Kansai University in Osaka. I wish you all a relaxing and productive summer! Yrj? Engestr?m [cid:63ef63bf-e15e-4d6d-b194-8c76c329aa68@eurprd07.prod.outlook.com] -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/321bd867/attachment-0001.html -------------- next part -------------- A non-text attachment was scrubbed... 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Name: Expertise in Transition_Flyer.pdf Type: application/pdf Size: 549607 bytes Desc: Expertise in Transition_Flyer.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/321bd867/attachment-0001.pdf From preiss.xmca@gmail.com Wed Jun 20 08:49:33 2018 From: preiss.xmca@gmail.com (David Preiss) Date: Wed, 20 Jun 2018 11:49:33 -0400 Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement In-Reply-To: <1529479810081.87900@iped.uio.no> References: <1529479810081.87900@iped.uio.no> Message-ID: Thanks for your words, Alfredo. Today is World Refugee day, coincidentally. My modest take on this is that we cannot build human rights statements based on scientific evidence. Human rights are value aspirations, science is an evolving and ever-changing enterprise. What about if we find evidence that some outrageous actions do not produce psychological consequences? Are we going to change our stance on them? As regards scientific organizations, I understand they cannot be partisan, but the whole thing of human rights is that they should not be a partisan issue... So, the question is whether science organizations, as part of society, have a role (or not) in standing for human rights. On Wed, Jun 20, 2018 at 3:30 AM, Alfredo Jornet Gil wrote: > Thanks for sharing this, David. Many of us are deeply concerned and sad > with the barbarity and inhumanity that the people in the US borders and > lands are suffering because of current US policies with immigration, not to > mention the recent withdrawall from UN's Human Rights Council. But yes, I > totally agree that this opens wide room for discussing the always complex > relation between science and politics. > > > Personally, I totally support the writing of a scientific repport showing > the "evidence" of the inhumanity of separating young children from their > parents. But I am very unsure about the adequacy of a supposedly > non-partisan position of using "scientific" evidence as a sort of blank > sheet upon which to draw political opinions and choices, specially when the > "science" concerns basic human rights of and for evelopment and well-being > that any other species *knows* without uncertainty, with tenacious and > irrevocable objectivity. Is the work of documenting the *need* and *right* > of children to remain together with their parents really about > "objectivity"? Or put another way, what type of science is that which > cannot tell whether separating children from parents/caregivers is *bad* > and *not right*? After all, the SCRD's statement seems quite unambigous > with regard to what has "importance" and should be "prioritized". > > > A can of worms. Surely many here that have a much more articulated > position about this. I am very curious about what the views on this are. > With five IPCC reports out there and seeing the little progress made on > Climate Change issues, this debate, though old, is far from exhausted, I am > afraid. > > Alfredo > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of David Preiss > *Sent:* 20 June 2018 05:25 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: SCRD and U.S. immigration policy statement > > PS. The twitter account of SRCD then disseminated related evidence and > posted a new statement: > > https://mobile.twitter.com/SRCDtweets > > SRCD Statement Addressing the Evidence on Child Separation from Families: > The science on separating children from their families is unambiguous: It > is harmful to children?s development and long-term physical, mental, and > emotional health. It disrupts a child?s sense of security, removes a > child?s strongest source of comfort, and causes harm to a child?s > well-being. The evidence underscores the importance of prioritizing keeping > children secure with their families. > > On Tue, Jun 19, 2018 at 11:20 PM, David Preiss > wrote: > >> >> Dear colleagues, >> >> This may open a constructive dialogue here on the always complex relation >> between policy, politics, science and human rights. >> >> DP >> >> Statement of Laura L. Namy, Executive Director, Society for Research in >> Child Development on U.S. Policy of Separating Immigrant Children from >> their Families at the Border >> >> https://www.srcd.org/sites/default/files/documents/statement >> _from_laura_l_namy_child_separation_2.pdf >> >> >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/93beec4f/attachment.html From Andrew.Coppens@unh.edu Wed Jun 20 08:58:58 2018 From: Andrew.Coppens@unh.edu (Coppens, Andrew) Date: Wed, 20 Jun 2018 15:58:58 +0000 Subject: [Xmca-l] Re: cultural constructions of childhood? In-Reply-To: References: <18BD2BD3-92A6-4F0E-96B2-1E05ACE2ACCC@cantab.net> <1528232434572.75498@iped.uio.no> Message-ID: <726E1334-84D8-4A39-B46F-BC0BAAA719E4@unh.edu> Hi everyone, I?m also late to this thread, but here are some additional texts to consider regarding cultural constructions of childhood. Most of what?s below is from in childhood studies or sociological literatures. James, Jenks, & Prout?s 1998 edited volume ?Theorizing Childhood? Bernstein?s 2011 ?Racial innocence: Performing American childhood from slavery to civil rights? Bond Stockton?s 2009 ?The queer child or growing sideways in the twentieth century? I agree w David Preiss that William Kessen?s work is relevant, e.g. https://quote.ucsd.edu/childhood/files/2013/04/kessen-amerchild.pdf Viviana Zelizer?s 1985 classic ?Pricing the priceless child? John Sommerville?s 1982 ?The rise and fall of childhood? Steven Mintz?s 2004 "Huck's raft: A history of American childhood" Adrie Kusserow?s 2004 ?American individualisms: Child rearing and social class in three neighborhoods" Pelletier, W. (1970). Childhood in an Indian village. In S. Repo (Ed.), This book is about schools. New York: Pantheon Books. With the exception of the Pelletier text, these mostly focus on European-heritage childhoods. For this reason I think that Rogoff, Lancy, or an otherwise anthropological perspective is also necessary. / Andrew --- Andrew D. Coppens UNH Education Dept., 302 Morrill Hall 603-862-3736, @andrewcoppens Schedule a meeting: calendly.com/acoppens On Jun 20, 2018, at 11:19 AM, David Preiss > wrote: What about the works of the late William Kessen? (Sorry if I am repeating something mentioned above, just coming back to XMCA after a long hiatus) On Thu, Jun 7, 2018 at 12:07 AM, Greg Thompson > wrote: and a few more on the anthropology front (in case you are still interested): Bambi Chapin's Childhood in a Sri Lankan Village is very good. Gottlieb and De Loache have a new A World of Babies edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: Talking Like Children: Language and the Production of Age in the Marshall Islands. Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > wrote: Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: > Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) > Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/4f00629a/attachment.html From dkirsh@lsu.edu Wed Jun 20 11:19:05 2018 From: dkirsh@lsu.edu (David H Kirshner) Date: Wed, 20 Jun 2018 18:19:05 +0000 Subject: [Xmca-l] Re: FW: Fyi In-Reply-To: References: Message-ID: Here?s another reference from Bella and Theodore: Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his time: Jewish influences on Lev Semionovich Vygotsky?s world view. History of Psychology, 11(1), 15-39. David From: xmca-l-bounces@mailman.ucsd.edu On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 10:22 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Fyi Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky > wrote: Another interesting paper by Rene and colleague on LSV's Jewish heritage, something I've been fascinated by for several years (my grandparents were Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad had 2 brothers born there, he and a brother were born in New York). -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/e59e01f1/attachment.html From smago@uga.edu Wed Jun 20 11:23:19 2018 From: smago@uga.edu (Peter Smagorinsky) Date: Wed, 20 Jun 2018 18:23:19 +0000 Subject: [Xmca-l] Re: FW: Fyi In-Reply-To: References: Message-ID: Attached. p From: xmca-l-bounces@mailman.ucsd.edu On Behalf Of David H Kirshner Sent: Wednesday, June 20, 2018 7:19 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Fyi Here?s another reference from Bella and Theodore: Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his time: Jewish influences on Lev Semionovich Vygotsky?s world view. History of Psychology, 11(1), 15-39. David From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 10:22 AM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky > wrote: Another interesting paper by Rene and colleague on LSV's Jewish heritage, something I've been fascinated by for several years (my grandparents were Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad had 2 brothers born there, he and a brother were born in New York). -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/6473d096/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: LSVjewish factor.pdf Type: application/pdf Size: 112637 bytes Desc: LSVjewish factor.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/6473d096/attachment.pdf From kindred.jessica@gmail.com Wed Jun 20 12:36:17 2018 From: kindred.jessica@gmail.com (Jessica Kindred) Date: Wed, 20 Jun 2018 15:36:17 -0400 Subject: [Xmca-l] Re: A new book, and a new translation In-Reply-To: <5FAABD79-1B90-4E53-85CA-1BBFD71F4853@helsinki.fi> References: <5FAABD79-1B90-4E53-85CA-1BBFD71F4853@helsinki.fi> Message-ID: <76E04D80-9CB3-499D-8D98-90F1DF5932E0@gmail.com> Congratulations! So glad to hear the good news! On Jun 20, 2018, at 11:29 AM, Engestr?m, Yrj? H M wrote: Dear colleagues, in the next few weeks, Cambridge University Press is publishing my new book, Expertise in Transition: Expansive Learning in Medical Work, announced below. <9780521404488frcvr.jpeg> My previous book, Studies in Expansive Learning: Learning What Is Not Yet There, also published by Cambridge University Press (2016), has just been published in Japanese by the publishing house Shin-yo-sha in Tokyo (see the book cover below). The translation of the book was led by Professor Katsuhiro Yamazumi from Kansai University in Osaka. I wish you all a relaxing and productive summer! Yrj? Engestr?m -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/6672a20e/attachment.html From preiss.xmca@gmail.com Wed Jun 20 13:13:26 2018 From: preiss.xmca@gmail.com (David Preiss) Date: Wed, 20 Jun 2018 16:13:26 -0400 Subject: [Xmca-l] Re: FW: Fyi In-Reply-To: References: Message-ID: Many thanks, David and Peter! On Wed, Jun 20, 2018 at 2:23 PM, Peter Smagorinsky wrote: > > > Attached. p > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David H Kirshner > *Sent:* Wednesday, June 20, 2018 7:19 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Here?s another reference from Bella and Theodore: > > > > Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his > time: Jewish influences on Lev Semionovich Vygotsky?s world view. *History > of Psychology, 11*(1), 15-39. > > > > David > > > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David Preiss > *Sent:* Wednesday, June 20, 2018 10:22 AM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Many thanks for sharing this, Peter. I have always been curious about LSV > jewish heritage and did not know of many sources available. (My father was > born in Russia and his parent are Jews from Poland and Austria, holocaust > survivors...) > > > > On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky wrote: > > Another interesting paper by Rene and colleague on LSV's Jewish heritage, > something I've been fascinated by for several years (my grandparents were > Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad > had 2 brothers born there, he and a brother were born in New York). > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/a4f0cbad/attachment.html From a.j.gil@iped.uio.no Wed Jun 20 14:24:26 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Wed, 20 Jun 2018 21:24:26 +0000 Subject: [Xmca-l] Re: A new book, and a new translation In-Reply-To: <76E04D80-9CB3-499D-8D98-90F1DF5932E0@gmail.com> References: <5FAABD79-1B90-4E53-85CA-1BBFD71F4853@helsinki.fi>, <76E04D80-9CB3-499D-8D98-90F1DF5932E0@gmail.com> Message-ID: <1529529866023.63847@iped.uio.no> Yes, congratulations for both achievements, and thanks for sharing. Glad to see your great work keeps expanding! Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Jessica Kindred Sent: 20 June 2018 21:36 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: A new book, and a new translation Congratulations! So glad to hear the good news! On Jun 20, 2018, at 11:29 AM, Engestr?m, Yrj? H M > wrote: Dear colleagues, in the next few weeks, Cambridge University Press is publishing my new book, Expertise in Transition: Expansive Learning in Medical Work, announced below. <9780521404488frcvr.jpeg> My previous book, Studies in Expansive Learning: Learning What Is Not Yet There, also published by Cambridge University Press (2016), has just been published in Japanese by the publishing house Shin-yo-sha in Tokyo (see the book cover below). The translation of the book was led by Professor Katsuhiro Yamazumi from Kansai University in Osaka. I wish you all a relaxing and productive summer! Yrj? Engestr?m -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/9687f1c0/attachment.html From a.j.gil@iped.uio.no Wed Jun 20 15:25:55 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Wed, 20 Jun 2018 22:25:55 +0000 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: References: , Message-ID: <1529533555888.83854@iped.uio.no> ?Thanks for the discussion so far, Moises and Adam. And while Moises (or anyone else) perhaps comes back with a more a more comprehensive reaction, I was just wondering about Mois?s question 2 and what the relation between the categories "identity" and "personality" are, if they can be related at all. In Vygotsky, perezhivanie is explicitly linked to personality. As far as I can recall and without having gone to the texts and check, Vygotsky does not use the term "identity" in the sense it is used in current literature. This also leads me to wonder on the distinction between *learning* (which according to Moises is part what the Funds of Knowledge/Identity were designed to address) and *development*. Is analytical categories, is perezhivanie more about development and funds of identity more about learning? Or we have to differentiate them on other grounds? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Adam Poole (16517826) Sent: 19 June 2018 04:14 To: xmca-l@mailman.ucsd.edu Subject: [Xmca-l] Re-situating funds of identity within contemporary interpretations of perezhivanie Thanks to Moises for posting some questions about the article that I would like to respond to. I will first include his summary and interpretation of the paper and then respond to his questions. Interpretation of paper The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. Questions 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? This is a question that I have been struggling with for some time. When I initially uncovered existential funds of identity I considered to be more than a type of funds of identity. I couldn't see how it related to the five categories that you proposed, as to me the type of identity being described was more internal or meditative. However, the more I researched into the funds of identity concept and its theoretical underpinnings, the more I came to question this conclusion. Firstly, funds of identity, as I understand it, is predicated upon a synthesis of macro and micro-level approaches to culture - that is, identity is embedded in artefacts and social practices and therefore is distributed in nature. However, to bring in the concept of perezhivanie, individuals construct new identities from the social identities that surround them. In contrast, I initially understood existential funds of identity as largely phenomenological in nature. However, on reflection, I realised that issues to do with identity confusion, relationship problems, etc, are social in nature. So, existential funds of identity should be seen as a complement to funds of identity, rather than a re-theorisation of it. Most significantly, it can be used to show how negative experiences can be drawn on in order to bring about positive pedagogical outcomes. However, I would be interested to know if anyone else thinks that existential funds of identity complements or contradicts the concept developed by Moises. 2) How we could link the concepts of identity and perezhivanie? Good question! For me. identity is an open-ended process that is both personal and social in nature. For this reason, perezhivanie is a really useful concept to bring this relationship into focus. Firstly, it shows how development is the result of the dialectical relationship between the mind and the environment. This relates to identity in a big way, as it suggests that identity is quite fluid: we are different people in different times and across different contexts. Perezhivanie is relevant here as it helps to explain the way individuals relate differentially to their environments. In relation to my teaching, I have found that students do not embody fixed identities that they take with them from class to class, but construct new identities in response to their classes - the teacher, the students, the subject. To draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do not only bring one school bag with them, but have many different bags from which they draw in the construction, and performance, of their classroom identities. This realisation lead me to question the role of labelling that you often find in staff rooms - this is the 'difficult' student, this is the 'gifted' student, etc. By observing students' behaviour in other classes, I realised that there was something going on between the students and their environments - hence the link between identity and perezhivanie. Rather than engaging with the imposed label (that really says more about our deficit thinking than the students themselves) we should engage with the students' lived experiences of their social world - both positive and negative. 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? This is a bit more of a complicated one! I do agree with your assertion that drawing upon minoritised students' negative or problematic experiences could lead to the reproduction of deficit thinking. However, I do think that if handled ethically, teachers can draw upon both light and dark funds of identity in order to valorise the whole child and their social worlds. So pedagogically, existential funds of identity can help to develop 'thick' stranded relationships between teachers and students. Moreover, it can also bridge the gap between the classroom and home by acknowledging that life and individual experiencing is complex and multi-layered, often involving critical moments that are ambivalent in nature. I have to say that this approach may not be appropriate for younger learners. I had in mind adolescent learners when I developed the idea of existential funds of identity. Cheers, Adam This message and any attachment are intended solely for the addressee and may contain confidential information. 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URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/34e7a5e6/attachment.html From Adam.Poole@nottingham.edu.cn Wed Jun 20 20:23:57 2018 From: Adam.Poole@nottingham.edu.cn (Adam Poole (16517826)) Date: Thu, 21 Jun 2018 03:23:57 +0000 Subject: [Xmca-l] Re: xmca-l Digest, Vol 59, Issue 3: respons to Andy and Alfredo's comments on restating funds of identity In-Reply-To: References: Message-ID: I?d just like to briefly respond to Andy?s and Alfredo?s comments about the article. They have really helped to bring into focus certain aspects of the paper (catharsis/transformation) that we will certainly return to in future work. Andy: Think of the origin of the idea of "catharsis." Originally > it referred to the experience of an audience watching a > Greek drama - their own emotions are played out in front of > them. Later is referred to a medical method of "purging" an > illness through vomiting, and it was adapted from there to > refer to the talking cure, in which the patient externalised > their problem with the help of the therapist. From > psychotherapy it entered popular culture as an image of > someone experiencing a traumatic personal transformation, I > think. > > > You may be quite right in terms of phases, Adam, but I think > "reflection" and "catharsis" are closely tied together. I > talked a lot about catharsis being to do with "processing" > an experience, overcoming it, integrating it into one's > personality, which does indeed sound like something very > different from "catharsis" as I've just described it. > > > It's up to you guys who are doing the qualitative research > to figure it out though. > > > Andy > My response Thanks for your response to my explanation about catharsis. I plan on replicating the methodology in a future study, so it will be interesting to see what the data reveals about reflection and catharsis. For sure, the next study will need to engage with the many ?lives? of catharsis, as it is somewhat ambiguous in nature and therefore needs to be addressed. I think an interesting idea to come out of this dialogue is the dialectical relationship between theory and method. Theory is applied, but in applying the theory it is also transformed, and so on. Alfredo Adam, this was a great introduction, not wordy at all; so thank you so much! Like Andy, I also liked your article very much, particularly because it offers a fresh look to an increasingly used concept, and for how it repeatedly draws practical implications on how the notion may lead to awareness of the grow and change opportunities that exist in re-working of experience as we bring experiences to bear in new situations. Not a focus on positive or the negative but on the transformational character. This is just an appreciation, not a question, or a request; I am sure Moises will bring several of those much more relevant. I am copying two quotations from your article that speak to this transformational character, and, felicitously, in a "fundamentally optimistic" orientation despite the reference to possible negativity and crisis: "Existential funds of identity are thus defined as positive and negative experiences that students develop and appropriate to define themselves and use to help them grow as human beings." "We consider the notion of existential funds of identity to be fundamentally optimistic in its orientation toward the transformation of critical moments through catharsis and integration with the personality." My response Thanks for highlighting the two quotations. They really encapsulate what existential funds of identity is all about: the fact that it is designed to facilitate transformation as a result of working over a critical episode. It is important to keep in mind that negative experiences, for us, can only be productive in identity and pedagogy work if they are orientated towards a positive outcome ? reaffirming identities or building connections between home and school. To simply draw upon negative experiences for the sake of it would most likely lead to the reinforcement of deficit discourses. The act of valorising, recognising the complex and ambivalent lifeworlds which many students inhabit, is one such way to orientate negative experiences towards a positive outcome. Moreover, allowing those lifeworlds to be expressed in the classroom is also another positive outcome, as is creating space in the busy curriculum (which in our context is typified by regimes of assessment) for students to draw upon their out-of-school lives. Sometimes, I feel that I have to demolish curriculum and assessment in order to make space! What connects them all is the potential for pedagogical and psychological transformation. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 20 June 2018 23:31 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 3 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: Resituating Funds of Identity (Andy Blunden) 2. Resituating funds of identity within contemporary interpretations of perezhivanie - discussion (Adam Poole (16517826)) 3. Re: Resituating funds of identity within contemporary interpretations of perezhivanie - discussion (Alfredo Jornet Gil) 4. Re: Resituating Funds of Identity (Adam Poole (16517826)) 5. Re: Resituating Funds of Identity (Andy Blunden) 6. Re: Resituating Funds of Identity (MOISES ESTEBAN-GUITART) 7. Re-situating funds of identity within contemporary interpretations of perezhivanie (Adam Poole (16517826)) 8. SCRD and U.S. immigration policy statement (David Preiss) 9. Re: SCRD and U.S. immigration policy statement (David Preiss) 10. Re: SCRD and U.S. immigration policy statement (Alfredo Jornet Gil) 11. Re: cultural constructions of childhood? (David Preiss) 12. Re: FW: Fyi (David Preiss) 13. A new book, and a new translation (Engestr?m) ---------------------------------------------------------------------- Message: 1 Date: Sat, 16 Jun 2018 00:52:58 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Resituating Funds of Identity To: xmca-l@mailman.ucsd.edu Message-ID: <660ed874-3e57-f6a1-bab4-d9de57b893f6@marxists.org> Content-Type: text/plain; charset="utf-8" I really liked this paper. I would like to make a brief response on the following passage which cites my own work: "Accordingly, Blunden distinguished three main units or phases in his account of /perezhivanie/, which, according to our data, occur in the following order: critical episode, reflection, catharsis and integration. That said, it has to be stressed that this movement may not be linear or occur in the order that we here present. We define the three phases of a /perezhivanie/ as follows: ? Critical episode: a traumatic experience or a life-changing episode in one?s life that leads to a blockage in psychological development. ? Reflection: the process of becoming conscious of, reflecting on, and talking about the critical episode with a significant other, such as a teacher or a parent. ? Catharsis and integration: the processing or working over of a critical episode in order to assimilate it into the personality." The summary is a good one. As to the interpretation in dot point, I would make the following observations: * The critical episode may be an /unblocking/. I often reflect on an important /perezhivanie /in my life in which a protracted negative experience of which I was hardly conscious, I broke through in one critical episode only seconds in duration which was utterly exhilarating, and as it happened the world changed around me and I became new person, in my own and others' eyes. * Reflection is an integral part of catharsis I think. I don't know how I would express this in terms of "phases." I really see it as a two-phase process, though on reflection just now, I have realised that there was a gradual phase preceding the critical episode which I had not thought about before. I grant that there are internal "meditative" processes as well as changes in social interaction. So the distinction between the internal and external processes is valid, but I don't think they can be separated in 'phases'. While I agree that a dichotomy between positive and negative experiences is questionable, the distinction is needed. The positive episode is developmental only because of the preceding negative experience preceding it. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: > > Dear all, > > > it's been a quiet period here in xmca lately, partly, ?I > am afraid, due to my failure to initiate or follow up the > otherwis?e many and insightful conversations that > characterise the list during this end of semester. But I > am back with an invitation that I hope you will find > interesting and, hopefully, worth participating in. > > > I am attaching an article included in our Issue 2, for > discussion here at xmca, but in a slightly new format. > > > The article is entitled ??/Resituating Funds of Identity > Within Contemporary Interpretations of Perezhivanie, ?/by > Adam Poole and Jingyi > Huang. Extending conceptualisations of funds of knowledge > and funds of identity by means of drawing a connection > with the concept perezhivanie, the authors present the > idea of *existential* funds of identity. What makes > interesting this latter concept is that, by contrast to a > most frequent sole focus on positive community resources > as constituting those funds of knowledge/activity, Poole > and Huang propose exploring how not only positive, but > also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > > Usually, we invite the author to discuss with us her/his > article. This time, we have also invited a discussant with > extensive experience in the field of funds of knowledge. > Thus, Adam Poole, as first author of the study, will be > with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises > Esteban-Guitart, who has kindly agreed to initiate the > discussion and engage in what promises to be an exciting > and constructive dialogue. They will be joining us soon, > and we have also identified a list of scholars interested > in similar issues that may be chiming in as we move on. In > the meantime, I hope that many of you will get the chance > to have a look at this interesting article and find it > worth discussing. And of course, as always, everyone is > welcome to contribute to the discussion. > > > Looking forward to an engaging discussion, > > Alfredo > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/26017330/attachment-0001.html ------------------------------ Message: 2 Date: Sat, 16 Jun 2018 08:32:43 +0000 From: "Adam Poole (16517826)" Subject: [Xmca-l] Resituating funds of identity within contemporary interpretations of perezhivanie - discussion To: "xmca-l@mailman.ucsd.edu" Message-ID: Content-Type: text/plain; charset="iso-8859-1" Hi all, I'd thought I'd get the ball rolling on discussion of my article 'Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie' by just offering a brief introduction of myself and the inspiration for writing the article. I'd like to thank Alfredo for introducing it to you all and giving me the chance to discuss it in the form of an email dialogue - a first for me. So, my name is Adam Poole and I am a practitioner-researcher based in Shanghai, China. I'm currently an International Baccalaureate (IB) teacher in an international school called YK Pao, and am in the final stages of completing my doctoral research into the construction of international teacher identity. Once I have gained my doctorate, I hope to become more engaged in academic research. My co-author, who is sadly not available for this dialogue, also teaches IB and is working on a master's degree. At the time of the paper's composition, we were both teaching in the same school. I have since moved on to YK Pao. I became acquainted with the funds of knowledge concept through my doctoral studies, and this lead me to the work of Moises Esteban-Guitart and his related approach, funds of identity. I had conducted some empirical research into my own students' funds of identity, which gave birth to a paper ('I want to be a furious leopard') and the notion of existential funds of identity. In contrast to the majority of funds of identity studies that focused on 'light or positive experiences, my findings included more problematic experiences, such as peer pressure, physical appearance, and alienation. I labelled these 'existential funds of identity' as to me they seemed to represent an ambivalent form of funds of identity - both light and dark. This lead me to wanting to propose extending the concept of funds of identity in order to encompass both 'light' and 'dark' funds of identity. Then I came across a Symposium edition of Mind, Culture and Activity on Perezhivanie. On reading the articles, particularly Andy Bluden's and Gonzalez Rey's, I had something of a 'light bulb' moment: the notion of a perezhivanie as a working over of a critical episode could be incorporated into the funds of identity concept in order to bring together both positive and negative experiences. The idea is that negative experiences can be harnessed positively by teachers if they are used to advance students' pedagogical or psychological development. Moreover, exploring both negative and positive experiences can also help the teacher to see the student as a complete human being and to engage with their lived experience rather than the teacher imposing their own lived experience (and deficit thinking) on the student. In so doing, teachers might also undergo a transformational experience by working through their own deficit thinking about minoritised learners. That is the context of the article. I apologise if this introduction is a little wordy. I believe Moises will pick up the dialogue by commenting on an aspect of the paper for further discussion. However, if any one would like to engage with the article please feel free to get stuck in. Cheers, Adam ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 15 June 2018 14:50 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 2 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: cultural constructions of childhood? (Katherine Wester Neal) 2. Re: cultural constructions of childhood? (Greg Thompson) 3. Re: cultural constructions of childhood? (Greg Thompson) 4. Necessities and Necessariness (David Kellogg) 5. Re: Necessities and Necessariness (Andy Blunden) 6. Resituating Funds of Identity (Alfredo Jornet Gil) ---------------------------------------------------------------------- Message: 1 Date: Wed, 6 Jun 2018 01:13:52 +0000 From: Katherine Wester Neal Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Alfredo Jornet Gil Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html ------------------------------ Message: 2 Date: Wed, 6 Jun 2018 13:22:31 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal wrote: > Thanks again! I'd forgotten about the * Babies* movie, and yes, it's > perfect for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but > we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > *Sent:* 05 June 2018 22:12 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children- > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and adolescents > , > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > > Katie, I believe that someone mentioned this? :) > > ural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 7 Jun 2018 13:07:41 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" and a few more on the anthropology front (in case you are still interested): Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb and De Loache have a new *A World of Babies* edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: *Talking Like Children: Language and the Production of Age in the Marshall Islands.* Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson wrote: > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_ > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > 20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id= > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, such >> as course syllabus, etc. in one place, so that next time someone looks for >> the same, they can find it immediately. Right now, is still possible to do >> searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> 2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html ------------------------------ Message: 4 Date: Sat, 9 Jun 2018 07:00:06 +0900 From: David Kellogg Subject: [Xmca-l] Necessities and Necessariness To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Andy has an amazing on-line discussion, going back almost exactly two decades, on "Freedom as the Recognition of Necessity", which was Engels's exaptation of a Heglian formulation (which in turn comes from Spinoza. https://www.marxists.org/reference/archive/hegel/txt/davie07.htm As I understand it, Andy is arguing that freedom as the recognition of necessity in Hegel and Spinoza is a kind of philosophical resignation to one's fate, but in Marx and Vygotsky it is a kind of active realization of one's own labor and hence one's own selfhood in the transformation of the environment. The Soviet model of Marxism is a negation of both of these. On the one hand, externalization is active in nature, because it really involves turning the tables on the environment and forcing it to adapt to human necessities. And on the other hand it has very little room for "one's own labor" and still less for "one's own selfhood": "One" is not a statistically significant, hence not a necessary, number. I think one way to reconcile this view with Andy's view is to make a distinction between externalization as the recognition of the necessariness of necessities, and externalization as the recognition of both one's own necessariness and that of others. These seem to me to be two distinct processes, belonging to two different stages of development (and to the deveopment of tools on the one hand and signs on the other). But perhaps "seem" is the word I should be stressing. (In the article linked below, which I did with my wife, there is this four year old girl who is trying to learn the times tables. She keeps getting stuck: Why can't you just put three and five together and get thirty five? Her grandmother is old school: your solution counts for nothing: Your presumed necessariness is not as important as instrumental necessity. And of course at one stage of development that is true; but "sustainable development" is everywhere and always a contradiction in terms: no development can ever sustain itself against itself.) David Kellogg Sangmyung University New in *Early Years*, co-authored with Fang Li: When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and maths in the grandmother tongue Some free e-prints available at: https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html ------------------------------ Message: 5 Date: Sat, 9 Jun 2018 12:00:59 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Necessities and Necessariness To: xmca-l@mailman.ucsd.edu Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> Content-Type: text/plain; charset="utf-8" David, The text you have discovered is indeed 20 years old. At that time I knew nothing about Hegel, and nor could I find anyone to learn from, and there were very few philosophical texts available on the nascent internet. So I started copy-typing Hegel texts on to my web site and encouraging people to discuss them. This was my own do-it-yourself university. And I have preserved this old discussion in case they are of use to others. Now, the text you discovered is written *all* by my old friend Davie MacLean, who was in those days a big fan of Heidegger but an avid student of all philosophy. The first part is addressed to me and the second part copied from a letter from Davie to Cyril Smith, my star participant in that discussion. Davie and I were both enthralled with Cyril's new book, "Marx at the Millennium" and Cyril's participation was an attractor for people to join in the discussion. Here are some messages from Cyril to give you context: https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm Much as I enjoyed my debates with Davie, I did not emerge from them as a fan of Heidegger. During the past 6 months I have been spending a lot of time studying Hegel's Philosophy of Right. I certainly do not see the question, and nor did Hegel, in terms of "reconciliation to one's fate," which is indeed much closer to Spinoza's view. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 9/06/2018 8:00 AM, David Kellogg wrote: > Andy has an amazing on-line discussion, going back almost > exactly two decades, on "Freedom as the Recognition of > Necessity", which was Engels's exaptation of a Heglian > formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of necessity in Hegel and Spinoza is a kind of > philosophical resignation to one's fate, but in Marx and > Vygotsky it is a kind of active realization of one's own > labor and hence one's own selfhood in the transformation > of the environment. > > The Soviet model of Marxism is a negation of both of > these. On the one hand, externalization is active in > nature, because it really involves turning the tables on > the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room > for "one's own labor" and still less for "one's own > selfhood": "One" is not a statistically significant, hence > not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a distinction between externalization as the > recognition of the necessariness of necessities, and > externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be > two distinct processes, belonging to two different stages > of development (and to the deveopment of tools on the one > hand and signs on the other). But perhaps "seem" is the > word I should be stressing. > > (In the article linked below, which I did with my > wife, there is this four year old girl who is trying to > learn the times tables. She keeps getting stuck: Why can't > you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your presumed necessariness is not as important > as instrumental necessity. And of course at one stage of > development that is true; but "sustainable development" is > everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in /Early Years/, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html ------------------------------ Message: 6 Date: Fri, 15 Jun 2018 06:48:18 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Resituating Funds of Identity To: "eXtended Mind, Culture, Activity" Message-ID: <1529045297954.74297@iped.uio.no> Content-Type: text/plain; charset="iso-8859-1" Dear all, it's been a quiet period here in xmca lately, partly, ?I am afraid, due to my failure to initiate or follow up the otherwis?e many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled ??Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... 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Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/15972da2/attachment-0001.html ------------------------------ Message: 3 Date: Sat, 16 Jun 2018 21:41:06 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Re: Resituating funds of identity within contemporary interpretations of perezhivanie - discussion To: "xmca-l@mailman.ucsd.edu" Message-ID: <1529185266246.225@iped.uio.no> Content-Type: text/plain; charset="utf-8" ?Adam, this was a great introduction, not wordy at all; so thank you so much! Like Andy, I also liked your article very much, particularly because it offers a fresh look to an increasingly used concept, and for how it repeatedly draws practical implications on how the notion may lead to awareness of the grow and change opportunities that exist in re-working of experience as we bring experiences to bear in new situations. Not a focus on positive or the negative but on the transformational character. This is just an appreciation, not a question, or a request; I am sure Moises will bring several of those much more relevant. I am copying two quotations from your article that speak to this transformational character, and, felicitously, in a "fundamentally optimistic" orientation despite the reference to possible negativity and crisis: "Existential funds of identity are thus defined as positive and negative experiences that students develop and appropriate to define themselves and use to help them grow as human beings." "We consider the notion of existential funds of identity to be fundamentally optimistic in its orientation toward the transformation of critical moments through catharsis and integration with the personality." Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Adam Poole (16517826) Sent: 16 June 2018 10:32 To: xmca-l@mailman.ucsd.edu Subject: [Xmca-l] Resituating funds of identity within contemporary interpretations of perezhivanie - discussion Hi all, I'd thought I'd get the ball rolling on discussion of my article 'Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie' by just offering a brief introduction of myself and the inspiration for writing the article. I'd like to thank Alfredo for introducing it to you all and giving me the chance to discuss it in the form of an email dialogue - a first for me. So, my name is Adam Poole and I am a practitioner-researcher based in Shanghai, China. I'm currently an International Baccalaureate (IB) teacher in an international school called YK Pao, and am in the final stages of completing my doctoral research into the construction of international teacher identity. Once I have gained my doctorate, I hope to become more engaged in academic research. My co-author, who is sadly not available for this dialogue, also teaches IB and is working on a master's degree. At the time of the paper's composition, we were both teaching in the same school. I have since moved on to YK Pao. I became acquainted with the funds of knowledge concept through my doctoral studies, and this lead me to the work of Moises Esteban-Guitart and his related approach, funds of identity. I had conducted some empirical research into my own students' funds of identity, which gave birth to a paper ('I want to be a furious leopard') and the notion of existential funds of identity. In contrast to the majority of funds of identity studies that focused on 'light or positive experiences, my findings included more problematic experiences, such as peer pressure, physical appearance, and alienation. I labelled these 'existential funds of identity' as to me they seemed to represent an ambivalent form of funds of identity - both light and dark. This lead me to wanting to propose extending the concept of funds of identity in order to encompass both 'light' and 'dark' funds of identity. Then I came across a Symposium edition of Mind, Culture and Activity on Perezhivanie. On reading the articles, particularly Andy Bluden's and Gonzalez Rey's, I had something of a 'light bulb' moment: the notion of a perezhivanie as a working over of a critical episode could be incorporated into the funds of identity concept in order to bring together both positive and negative experiences. The idea is that negative experiences can be harnessed positively by teachers if they are used to advance students' pedagogical or psychological development. Moreover, exploring both negative and positive experiences can also help the teacher to see the student as a complete human being and to engage with their lived experience rather than the teacher imposing their own lived experience (and deficit thinking) on the student. In so doing, teachers might also undergo a transformational experience by working through their own deficit thinking about minoritised learners. That is the context of the article. I apologise if this introduction is a little wordy. I believe Moises will pick up the dialogue by commenting on an aspect of the paper for further discussion. However, if any one would like to engage with the article please feel free to get stuck in. Cheers, Adam ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 15 June 2018 14:50 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 2 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: cultural constructions of childhood? (Katherine Wester Neal) 2. Re: cultural constructions of childhood? (Greg Thompson) 3. Re: cultural constructions of childhood? (Greg Thompson) 4. Necessities and Necessariness (David Kellogg) 5. Re: Necessities and Necessariness (Andy Blunden) 6. Resituating Funds of Identity (Alfredo Jornet Gil) ---------------------------------------------------------------------- Message: 1 Date: Wed, 6 Jun 2018 01:13:52 +0000 From: Katherine Wester Neal Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Alfredo Jornet Gil Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html ------------------------------ Message: 2 Date: Wed, 6 Jun 2018 13:22:31 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal wrote: > Thanks again! I'd forgotten about the * Babies* movie, and yes, it's > perfect for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but > we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > *Sent:* 05 June 2018 22:12 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children- > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and adolescents > , > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > > Katie, I believe that someone mentioned this? :) > > ural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 7 Jun 2018 13:07:41 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" and a few more on the anthropology front (in case you are still interested): Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb and De Loache have a new *A World of Babies* edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: *Talking Like Children: Language and the Production of Age in the Marshall Islands.* Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson wrote: > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_ > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > 20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id= > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, such >> as course syllabus, etc. in one place, so that next time someone looks for >> the same, they can find it immediately. Right now, is still possible to do >> searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> 2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html ------------------------------ Message: 4 Date: Sat, 9 Jun 2018 07:00:06 +0900 From: David Kellogg Subject: [Xmca-l] Necessities and Necessariness To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Andy has an amazing on-line discussion, going back almost exactly two decades, on "Freedom as the Recognition of Necessity", which was Engels's exaptation of a Heglian formulation (which in turn comes from Spinoza. https://www.marxists.org/reference/archive/hegel/txt/davie07.htm As I understand it, Andy is arguing that freedom as the recognition of necessity in Hegel and Spinoza is a kind of philosophical resignation to one's fate, but in Marx and Vygotsky it is a kind of active realization of one's own labor and hence one's own selfhood in the transformation of the environment. The Soviet model of Marxism is a negation of both of these. On the one hand, externalization is active in nature, because it really involves turning the tables on the environment and forcing it to adapt to human necessities. And on the other hand it has very little room for "one's own labor" and still less for "one's own selfhood": "One" is not a statistically significant, hence not a necessary, number. I think one way to reconcile this view with Andy's view is to make a distinction between externalization as the recognition of the necessariness of necessities, and externalization as the recognition of both one's own necessariness and that of others. These seem to me to be two distinct processes, belonging to two different stages of development (and to the deveopment of tools on the one hand and signs on the other). But perhaps "seem" is the word I should be stressing. (In the article linked below, which I did with my wife, there is this four year old girl who is trying to learn the times tables. She keeps getting stuck: Why can't you just put three and five together and get thirty five? Her grandmother is old school: your solution counts for nothing: Your presumed necessariness is not as important as instrumental necessity. And of course at one stage of development that is true; but "sustainable development" is everywhere and always a contradiction in terms: no development can ever sustain itself against itself.) David Kellogg Sangmyung University New in *Early Years*, co-authored with Fang Li: When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and maths in the grandmother tongue Some free e-prints available at: https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html ------------------------------ Message: 5 Date: Sat, 9 Jun 2018 12:00:59 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Necessities and Necessariness To: xmca-l@mailman.ucsd.edu Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> Content-Type: text/plain; charset="utf-8" David, The text you have discovered is indeed 20 years old. At that time I knew nothing about Hegel, and nor could I find anyone to learn from, and there were very few philosophical texts available on the nascent internet. So I started copy-typing Hegel texts on to my web site and encouraging people to discuss them. This was my own do-it-yourself university. And I have preserved this old discussion in case they are of use to others. Now, the text you discovered is written *all* by my old friend Davie MacLean, who was in those days a big fan of Heidegger but an avid student of all philosophy. The first part is addressed to me and the second part copied from a letter from Davie to Cyril Smith, my star participant in that discussion. Davie and I were both enthralled with Cyril's new book, "Marx at the Millennium" and Cyril's participation was an attractor for people to join in the discussion. Here are some messages from Cyril to give you context: https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm Much as I enjoyed my debates with Davie, I did not emerge from them as a fan of Heidegger. During the past 6 months I have been spending a lot of time studying Hegel's Philosophy of Right. I certainly do not see the question, and nor did Hegel, in terms of "reconciliation to one's fate," which is indeed much closer to Spinoza's view. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 9/06/2018 8:00 AM, David Kellogg wrote: > Andy has an amazing on-line discussion, going back almost > exactly two decades, on "Freedom as the Recognition of > Necessity", which was Engels's exaptation of a Heglian > formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of necessity in Hegel and Spinoza is a kind of > philosophical resignation to one's fate, but in Marx and > Vygotsky it is a kind of active realization of one's own > labor and hence one's own selfhood in the transformation > of the environment. > > The Soviet model of Marxism is a negation of both of > these. On the one hand, externalization is active in > nature, because it really involves turning the tables on > the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room > for "one's own labor" and still less for "one's own > selfhood": "One" is not a statistically significant, hence > not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a distinction between externalization as the > recognition of the necessariness of necessities, and > externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be > two distinct processes, belonging to two different stages > of development (and to the deveopment of tools on the one > hand and signs on the other). But perhaps "seem" is the > word I should be stressing. > > (In the article linked below, which I did with my > wife, there is this four year old girl who is trying to > learn the times tables. She keeps getting stuck: Why can't > you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your presumed necessariness is not as important > as instrumental necessity. And of course at one stage of > development that is true; but "sustainable development" is > everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in /Early Years/, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html ------------------------------ Message: 6 Date: Fri, 15 Jun 2018 06:48:18 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Resituating Funds of Identity To: "eXtended Mind, Culture, Activity" Message-ID: <1529045297954.74297@iped.uio.no> Content-Type: text/plain; charset="iso-8859-1" Dear all, it's been a quiet period here in xmca lately, partly, ?I am afraid, due to my failure to initiate or follow up the otherwis?e many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled ??Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Type: application/pdf Size: 1584180 bytes Desc: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf ------------------------------ _______________________________________________ xmca-l mailing list xmca-l@mailman.ucsd.edu https://mailman.ucsd.edu/mailman/listinfo/xmca-l End of xmca-l Digest, Vol 59, Issue 2 ************************************* This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/3762f3a1/attachment-0001.html ------------------------------ Message: 4 Date: Sun, 17 Jun 2018 15:33:44 +0000 From: "Adam Poole (16517826)" Subject: [Xmca-l] Re: Resituating Funds of Identity To: "xmca-l@mailman.ucsd.edu" Message-ID: Content-Type: text/plain; charset="iso-2022-jp" Hi, Thanks to Andy for getting the discussion started on Resituating Funds of Identity. In response to describing a perezhivanie in terms of phases - I think it may be because I interpreted the working over of a critical episode in terms of a process, and so divided a perezhivanie into three phases. This was also a result of the data - I took your interpretation of a perezhivanie and used it to analyse the data, but in analyzing the data, there appeared to be a distinction between reflection and catharsis, which I lead utilized in interpretation your interpretation of a perezhivanie! I had in mind the dictionary definition of phase: 'a distinct period or stage in a process of change or forming part of something's development' (from Google) and 'a distinguishable part in a course, development, or cycle: * the early phases of her career' from the Merriam-Webster online dictionary. * I also understood reflection as a pre-requisite for catharsis, in that a critical episode may remain unaddressed or perhaps even repressed (or blocked), but becoming conscious of the episode leads a person to reflect on it which in turn can lead to catharsis. Similarly, reflecting on your life, through narrative, such as funds of identity approaches, can trigger reflection and unblock a critical episode which can lead to catharsis and integration. Adam From: Andy Blunden > Date: 15 June 2018 at 16:52:58 CEST To: > Subject: [Xmca-l] Re: Resituating Funds of Identity Reply-To: "eXtended Mind, Culture, Activity" > I really liked this paper. I would like to make a brief response on the following passage which cites my own work: "Accordingly, Blunden distinguished three main units or phases in his account of perezhivanie, which, according to our data, occur in the following order: critical episode, reflection, catharsis and integration. That said, it has to be stressed that this movement may not be linear or occur in the order that we here present. We define the three phases of a perezhivanieas follows: ? Critical episode: a traumatic experience or a life-changing episode in one?s life that leads to a blockage in psychological development. ? Reflection: the process of becoming conscious of, reflecting on, and talking about the critical episode with a significant other, such as a teacher or a parent. ? Catharsis and integration: the processing or working over of a critical episode in order to assimilate it into the personality." The summary is a good one. As to the interpretation in dot point, I would make the following observations: * The critical episode may be an unblocking. I often reflect on an important perezhivanie in my life in which a protracted negative experience of which I was hardly conscious, I broke through in one critical episode only seconds in duration which was utterly exhilarating, and as it happened the world changed around me and I became new person, in my own and others' eyes. * Reflection is an integral part of catharsis I think. I don't know how I would express this in terms of "phases." I really see it as a two-phase process, though on reflection just now, I have realised that there was a gradual phase preceding the critical episode which I had not thought about before. I grant that there are internal "meditative" processes as well as changes in social interaction. So the distinction between the internal and external processes is valid, but I don't think they can be separated in 'phases'. While I agree that a dichotomy between positive and negative experiences is questionable, the distinction is needed. The positive episode is developmental only because of the preceding negative experience preceding it. Andy ________________________________ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm Andy Blunden's Home Page www.ethicalpolitics.org Andy Blunden's Home Page with links to pages I maintain and mail-to buttons ________________________________ On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: Dear all, it's been a quiet period here in xmca lately, partly, I am afraid, due to my failure to initiate or follow up the otherwise many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 15 June 2018 14:50 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 2 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: cultural constructions of childhood? (Katherine Wester Neal) 2. Re: cultural constructions of childhood? (Greg Thompson) 3. Re: cultural constructions of childhood? (Greg Thompson) 4. Necessities and Necessariness (David Kellogg) 5. Re: Necessities and Necessariness (Andy Blunden) 6. Resituating Funds of Identity (Alfredo Jornet Gil) ---------------------------------------------------------------------- Message: 1 Date: Wed, 6 Jun 2018 01:13:52 +0000 From: Katherine Wester Neal Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect for this course. Now I have lots of reading to do! If a database of collected works becomes available, I'd be happy to post the syllabus. It's for an undergrad seminar course. ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Alfredo Jornet Gil Sent: Tuesday, June 5, 2018 5:00:34 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? That was a great list of recommendations you got, Katie, I am glad. Things are going slower than anticipated, but hopefully we will sooner than later have a web platform for collecting this type of resources, such as course syllabus, etc. in one place, so that next time someone looks for the same, they can find it immediately. Right now, is still possible to do searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but we are hoping this will be very much improved. ? Cheers, Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Martin Packer Sent: 05 June 2018 22:12 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Some resources here too: Martin On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: Yes, very helpful suggestions, and thank you! Potential article suggestions also welcome... :) Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > Sent: Tuesday, June 5, 2018 2:24:18 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: cultural constructions of childhood? Hi, Katie, Here's another one that you might find interesting. I, personally, think it's brilliant. https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing Cheers, Jon ~~~~~~~~~~~ Jonathan Tudge Professor Office: 155 Stone Our work on gratitude: http://morethanthanks.wp.uncg.edu/ A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing gratitude in children and adolescents, Cambridge, UK: Cambridge University Press My web site:http://www.uncg.edu/hdf/faculty/tudge Mailing address: 248 Stone Building Department of Human Development and Family Studies PO Box 26170 The University of North Carolina at Greensboro Greensboro, NC 27402-6170 USA phone (336) 223-6181 fax (336) 334-5076 On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: Katie, I believe that someone mentioned this? :) Martin "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss matters with Radcliffe-Brown or Kroeber, I become at once aware that my partner does not understand anything in the matter, and I end usually with the feeling that this also applies to myself? (Malinowski, 1930) On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: Hello xmca-ers, Long time reader, rare contributor with a question for a course I'll be teaching soon. Besides Rogoff's Cultural Nature of Human Development, what else would you recommend in that vein? In the course, we will be exploring multiple constructions of childhood across different cultures. Thanks for your help, Katie Katie Wester-Neal, Ph.D. Assistant Professor Teacher Education & Literacy Gordon State College -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html ------------------------------ Message: 2 Date: Wed, 6 Jun 2018 13:22:31 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Hopefully not too late, David Lancy's The Anthropology of Childhood: Cherubs, Chattel, and Changelings has a nice sampling of childhoods across multiple cultures. Also, some classics from a Western historical perspective: Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present Phillip Aries' Centuries of Childhood And a sociological one that looked interesting: https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false And I came across this more accessible book while searching for the Kett and thought it might be useful (I haven't read it and so can't vouch for quality): https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false Good luck! -greg On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal wrote: > Thanks again! I'd forgotten about the * Babies* movie, and yes, it's > perfect for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo Jornet Gil > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but > we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin Packer > *Sent:* 05 June 2018 22:12 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Jonathan Tudge > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children- > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and adolescents > , > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: > > Katie, I believe that someone mentioned this? :) > > ural-Perspective/dp/1473993377> > > Martin > > *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930)* > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal wrote: > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, > what else would you recommend in that vein? In the course, we will be > exploring multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 7 Jun 2018 13:07:41 +0900 From: Greg Thompson Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" and a few more on the anthropology front (in case you are still interested): Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb and De Loache have a new *A World of Babies* edition out. ?And ? Elise Berman ? has a book coming out at the end of January that does some good theorizing of "age", including "childhood". The title of her book is: *Talking Like Children: Language and the Production of Age in the Marshall Islands.* Oxford University Press On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson wrote: > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_ > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > 20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id= > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, such >> as course syllabus, etc. in one place, so that next time someone looks for >> the same, they can find it immediately. Right now, is still possible to do >> searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> 2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -- Gregory A. Thompson, Ph.D. Assistant Professor Department of Anthropology 880 Spencer W. Kimball Tower Brigham Young University Provo, UT 84602 WEBSITE: greg.a.thompson.byu.edu http://byu.academia.edu/GregoryThompson -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html ------------------------------ Message: 4 Date: Sat, 9 Jun 2018 07:00:06 +0900 From: David Kellogg Subject: [Xmca-l] Necessities and Necessariness To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Andy has an amazing on-line discussion, going back almost exactly two decades, on "Freedom as the Recognition of Necessity", which was Engels's exaptation of a Heglian formulation (which in turn comes from Spinoza. https://www.marxists.org/reference/archive/hegel/txt/davie07.htm As I understand it, Andy is arguing that freedom as the recognition of necessity in Hegel and Spinoza is a kind of philosophical resignation to one's fate, but in Marx and Vygotsky it is a kind of active realization of one's own labor and hence one's own selfhood in the transformation of the environment. The Soviet model of Marxism is a negation of both of these. On the one hand, externalization is active in nature, because it really involves turning the tables on the environment and forcing it to adapt to human necessities. And on the other hand it has very little room for "one's own labor" and still less for "one's own selfhood": "One" is not a statistically significant, hence not a necessary, number. I think one way to reconcile this view with Andy's view is to make a distinction between externalization as the recognition of the necessariness of necessities, and externalization as the recognition of both one's own necessariness and that of others. These seem to me to be two distinct processes, belonging to two different stages of development (and to the deveopment of tools on the one hand and signs on the other). But perhaps "seem" is the word I should be stressing. (In the article linked below, which I did with my wife, there is this four year old girl who is trying to learn the times tables. She keeps getting stuck: Why can't you just put three and five together and get thirty five? Her grandmother is old school: your solution counts for nothing: Your presumed necessariness is not as important as instrumental necessity. And of course at one stage of development that is true; but "sustainable development" is everywhere and always a contradiction in terms: no development can ever sustain itself against itself.) David Kellogg Sangmyung University New in *Early Years*, co-authored with Fang Li: When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and maths in the grandmother tongue Some free e-prints available at: https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html ------------------------------ Message: 5 Date: Sat, 9 Jun 2018 12:00:59 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Necessities and Necessariness To: xmca-l@mailman.ucsd.edu Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> Content-Type: text/plain; charset="utf-8" David, The text you have discovered is indeed 20 years old. At that time I knew nothing about Hegel, and nor could I find anyone to learn from, and there were very few philosophical texts available on the nascent internet. So I started copy-typing Hegel texts on to my web site and encouraging people to discuss them. This was my own do-it-yourself university. And I have preserved this old discussion in case they are of use to others. Now, the text you discovered is written *all* by my old friend Davie MacLean, who was in those days a big fan of Heidegger but an avid student of all philosophy. The first part is addressed to me and the second part copied from a letter from Davie to Cyril Smith, my star participant in that discussion. Davie and I were both enthralled with Cyril's new book, "Marx at the Millennium" and Cyril's participation was an attractor for people to join in the discussion. Here are some messages from Cyril to give you context: https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm Much as I enjoyed my debates with Davie, I did not emerge from them as a fan of Heidegger. During the past 6 months I have been spending a lot of time studying Hegel's Philosophy of Right. I certainly do not see the question, and nor did Hegel, in terms of "reconciliation to one's fate," which is indeed much closer to Spinoza's view. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 9/06/2018 8:00 AM, David Kellogg wrote: > Andy has an amazing on-line discussion, going back almost > exactly two decades, on "Freedom as the Recognition of > Necessity", which was Engels's exaptation of a Heglian > formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of necessity in Hegel and Spinoza is a kind of > philosophical resignation to one's fate, but in Marx and > Vygotsky it is a kind of active realization of one's own > labor and hence one's own selfhood in the transformation > of the environment. > > The Soviet model of Marxism is a negation of both of > these. On the one hand, externalization is active in > nature, because it really involves turning the tables on > the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room > for "one's own labor" and still less for "one's own > selfhood": "One" is not a statistically significant, hence > not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a distinction between externalization as the > recognition of the necessariness of necessities, and > externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be > two distinct processes, belonging to two different stages > of development (and to the deveopment of tools on the one > hand and signs on the other). But perhaps "seem" is the > word I should be stressing. > > (In the article linked below, which I did with my > wife, there is this four year old girl who is trying to > learn the times tables. She keeps getting stuck: Why can't > you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your presumed necessariness is not as important > as instrumental necessity. And of course at one stage of > development that is true; but "sustainable development" is > everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in /Early Years/, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html ------------------------------ Message: 6 Date: Fri, 15 Jun 2018 06:48:18 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Resituating Funds of Identity To: "eXtended Mind, Culture, Activity" Message-ID: <1529045297954.74297@iped.uio.no> Content-Type: text/plain; charset="iso-8859-1" Dear all, it's been a quiet period here in xmca lately, partly, ?I am afraid, due to my failure to initiate or follow up the otherwis?e many and insightful conversations that characterise the list during this end of semester. But I am back with an invitation that I hope you will find interesting and, hopefully, worth participating in. I am attaching an article included in our Issue 2, for discussion here at xmca, but in a slightly new format. The article is entitled ??Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi Huang. Extending conceptualisations of funds of knowledge and funds of identity by means of drawing a connection with the concept perezhivanie, the authors present the idea of *existential* funds of identity. What makes interesting this latter concept is that, by contrast to a most frequent sole focus on positive community resources as constituting those funds of knowledge/activity, Poole and Huang propose exploring how not only positive, but also negative, life-changing experiences may become a potential resource for individual/collective activity. Usually, we invite the author to discuss with us her/his article. This time, we have also invited a discussant with extensive experience in the field of funds of knowledge. Thus, Adam Poole, as first author of the study, will be with us, sharing his views, motives, and challenges in developing the study. As discussant, we will have Moises Esteban-Guitart, who has kindly agreed to initiate the discussion and engage in what promises to be an exciting and constructive dialogue. They will be joining us soon, and we have also identified a list of scholars interested in similar issues that may be chiming in as we move on. In the meantime, I hope that many of you will get the chance to have a look at this interesting article and find it worth discussing. And of course, as always, everyone is welcome to contribute to the discussion. Looking forward to an engaging discussion, Alfredo -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Type: application/pdf Size: 1584180 bytes Desc: Resituating Funds of Identity Within Contemporary Interpretations of Perezhivanie.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf ------------------------------ _______________________________________________ xmca-l mailing list xmca-l@mailman.ucsd.edu https://mailman.ucsd.edu/mailman/listinfo/xmca-l End of xmca-l Digest, Vol 59, Issue 2 ************************************* This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180617/fb5adb05/attachment-0001.html ------------------------------ Message: 5 Date: Mon, 18 Jun 2018 01:46:27 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Resituating Funds of Identity To: xmca-l@mailman.ucsd.edu Message-ID: <24dcab45-506a-7e1a-44ff-4b4200105235@marxists.org> Content-Type: text/plain; charset="utf-8" Think of the origin of the idea of "catharsis." Originally it referred to the experience of an audience watching a Greek drama - their own emotions are played out in front of them. Later is referred to a medical method of "purging" an illness through vomiting, and it was adapted from there to refer to the talking cure, in which the patient externalised their problem with the help of the therapist. From psychotherapy it entered popular culture as an image of someone experiencing a traumatic personal transformation, I think. You may be quite right in terms of phases, Adam, but I think "reflection" and "catharsis" are closely tied together. I talked a lot about catharsis being to do with "processing" an experience, overcoming it, integrating it into one's personality, which does indeed sound like something very different from "catharsis" as I've just described it. It's up to you guys who are doing the qualitative research to figure it out though. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 18/06/2018 1:33 AM, Adam Poole (16517826) wrote: > Hi, > Thanks to Andy for getting the discussion started > on Resituating Funds of Identity. > In response to describing a perezhivanie in terms of > phases - I think it may be because I interpreted > the working over of a critical episode in terms of a > process, and so divided a perezhivanie into three phases. > This was also a result of the data - I took your > interpretation of a perezhivanie and used it to analyse > the data, but in analyzing the data, there appeared to be > a distinction between reflection and catharsis, which I > lead utilized in interpretation your interpretation of a > perezhivanie! > I had in mind the dictionary definition of phase:'a > distinct period or stage in a process of change or forming > part of something's development' (from Google) and 'a > distinguishable part in a course, development, or cycle: > > * the early phases of her career' from the > Merriam-Webster online dictionary. > > * > > > I also understood reflection as a pre-requisite for > catharsis, in that a critical episode may remain > unaddressed or perhaps even repressed (or blocked), but > becoming conscious of the episode leads a person to > reflect on it which in turn can lead to catharsis. > Similarly, reflecting on your life, through narrative, > such as funds of identity approaches, can trigger > reflection and unblock a critical episode which can lead > to catharsis and integration. > Adam > * > * > *From:* Andy Blunden > > *Date:* 15 June 2018 at 16:52:58 CEST > *To:* > > *Subject:* *[Xmca-l] Re: Resituating Funds of Identity* > *Reply-To:* "eXtended Mind, Culture, Activity" > > > > I really liked this paper. I would like to make a brief > response on the following passage which cites my own work: > "Accordingly, Blunden distinguished three main units or > phases in his account of /perezhivanie/, > which, according to our data, occur in the following > order: critical episode, reflection, catharsis > and integration. That said, it has to be stressed that > this movement may not be linear or occur in the > order that we here present. We define the three phases of > a /perezhivanie/as follows: > ? Critical episode: a traumatic experience or a > life-changing episode in one?s life that leads to a > blockage in psychological development. > ? Reflection: the process of becoming conscious of, > reflecting on, and talking about the critical > episode with a significant other, such as a teacher or a > parent. > ? Catharsis and integration: the processing or working > over of a critical episode in order to > assimilate it into the personality." > The summary is a good one. As to the interpretation in dot > point, I would make the following observations: > > * The critical episode may be an /unblocking/. I often > reflect on an important /perezhivanie /in my life in > which a protracted negative experience of which I was > hardly conscious, I broke through in one critical > episode only seconds in duration which was utterly > exhilarating, and as it happened the world changed > around me and I became new person, in my own and > others' eyes. > * Reflection is an integral part of catharsis I think. I > don't know how I would express this in terms of > "phases." I really see it as a two-phase process, > though on reflection just now, I have realised that > there was a gradual phase preceding the critical > episode which I had not thought about before. I grant > that there are internal "meditative" processes as well > as changes in social interaction. So the distinction > between the internal and external processes is valid, > but I don't think they can be separated in 'phases'. > > While I agree that a dichotomy between positive and > negative experiences is questionable, the distinction is > needed. The positive episode is developmental only because > of the preceding negative experience preceding it. > > Andy > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > Andy Blunden's Home Page > > www.ethicalpolitics.org > Andy Blunden's Home Page with links to pages I maintain > and mail-to buttons > > > ------------------------------------------------------------ > On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: > Dear all, > > it's been a quiet period here in xmca lately, partly, I am > afraid, due to my failure to initiate or follow up the > otherwise many and insightful conversations that > characterise the list during this end of semester. But I > am back with an invitation that I hope you will find > interesting and, hopefully, worth participating in. > > I am attaching an article included in our Issue 2, for > discussion here at xmca, but in a slightly new format. > > The article is entitled /Resituating Funds of Identity > Within Contemporary Interpretations of Perezhivanie, /by > Adam Poole and Jingyi > Huang. Extending conceptualisations of funds of knowledge > and funds of identity by means of drawing a connection > with the concept perezhivanie, the authors present the > idea of *existential* funds of identity. What makes > interesting this latter concept is that, by contrast to a > most frequent sole focus on positive community resources > as constituting those funds of knowledge/activity, Poole > and Huang propose exploring how not only positive, but > also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > Usually, we invite the author to discuss with us her/his > article. This time, we have also invited a discussant with > extensive experience in the field of funds of knowledge. > Thus, Adam Poole, as first author of the study, will be > with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises > Esteban-Guitart, who has kindly agreed to initiate the > discussion and engage in what promises to be an exciting > and constructive dialogue. They will be joining us soon, > and we have also identified a list of scholars interested > in similar issues that may be chiming in as we move on. In > the meantime, I hope that many of you will get the chance > to have a look at this interesting article and find it > worth discussing. And of course, as always, everyone is > welcome to contribute to the discussion. > > Looking forward to an engaging discussion, > Alfredo > > > > ------------------------------------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of > xmca-l-request@mailman.ucsd.edu > > *Sent:* 15 June 2018 14:50 > *To:* xmca-l@mailman.ucsd.edu > *Subject:* xmca-l Digest, Vol 59, Issue 2 > > Send xmca-l mailing list submissions to > xmca-l@mailman.ucsd.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > or, via email, send a message with subject or body 'help' to > xmca-l-request@mailman.ucsd.edu > > You can reach the person managing the list at > xmca-l-owner@mailman.ucsd.edu > > When replying, please edit your Subject line so it is more > specific > than "Re: Contents of xmca-l digest..." > > > Today's Topics: > > 1. Re: cultural constructions of childhood? (Katherine > Wester Neal) > 2. Re: cultural constructions of childhood? (Greg Thompson) > 3. Re: cultural constructions of childhood? (Greg Thompson) > 4. Necessities and Necessariness (David Kellogg) > 5. Re: Necessities and Necessariness (Andy Blunden) > 6. Resituating Funds of Identity (Alfredo Jornet Gil) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 6 Jun 2018 01:13:52 +0000 > From: Katherine Wester Neal > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > > Content-Type: text/plain; charset="utf-8" > > Thanks again! I'd forgotten about the Babies movie, and > yes, it's perfect for this course. Now I have lots of > reading to do! > > > If a database of collected works becomes available, I'd be > happy to post the syllabus. It's for an undergrad seminar > course. > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Alfredo > Jornet Gil > Sent: Tuesday, June 5, 2018 5:00:34 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I > am glad. > > > Things are going slower than anticipated, but hopefully we > will sooner than later have a web platform for collecting > this type of resources, such as course syllabus, etc. in > one place, so that next time someone looks for the same, > they can find it immediately. Right now, is still possible > to do searches using keywords in xmca: > http://lchc.ucsd.edu/MCA/Mail/index.html > but we are > hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Martin > Packer > Sent: 05 June 2018 22:12 > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > > wrote: > > Yes, very helpful suggestions, and thank you! Potential > article suggestions also welcome... :) > > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ________________________________ > From: > xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Jonathan Tudge > > > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > > A new book just published: Tudge, J. & Freitas, L. (Eds.) > Developing gratitude in children and > adolescents, > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > > wrote: > Katie, I believe that someone mentioned this? :) > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie > or discuss matters with Radcliffe-Brown or Kroeber, I > become at once aware that my partner does not understand > anything in the matter, and I end usually with the feeling > that this also applies to myself? (Malinowski, 1930) > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > > wrote: > > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a > course I'll be teaching soon. Besides Rogoff's Cultural > Nature of Human Development, what else would you recommend > in that vein? In the course, we will be exploring multiple > constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html > > > ------------------------------ > > Message: 2 > Date: Wed, 6 Jun 2018 13:22:31 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > Hopefully not too late, David Lancy's The Anthropology of > Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of > childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America > 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while > searching for the Kett > and thought it might be useful (I haven't read it and so > can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > > wrote: > > > Thanks again! I'd forgotten about the * Babies* movie, > and yes, it's > > perfect for this course. Now I have lots of reading to do! > > > > > > If a database of collected works becomes available, I'd > be happy to post > > the syllabus. It's for an undergrad seminar course. > > ------------------------------ > > *From:* xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Alfredo Jornet Gil > > *Sent:* Tuesday, June 5, 2018 5:00:34 PM > > > > *To:* eXtended Mind, Culture, Activity > > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > > > > That was a great list of recommendations you got, Katie, > I am glad. > > > > > > Things are going slower than anticipated, but hopefully > we will sooner > > than later have a web platform for collecting this type > of resources, such > > as course syllabus, etc. in one place, so that next time > someone looks for > > the same, they can find it immediately. Right now, is > still possible to do > > searches using keywords in xmca: > http://lchc.ucsd.edu/MCA/Mail/index.html > but > > we are hoping this will be very much improved. ? > > > > Cheers, > > > > Alfredo > > > > > > > > > > ------------------------------ > > *From:* xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Martin Packer > > *Sent:* 05 June 2018 22:12 > > *To:* eXtended Mind, Culture, Activity > > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > > Some resources here too: > > > > > > > > > Martin > > > > > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: > > > > Yes, very helpful suggestions, and thank you! Potential > article > > suggestions also welcome... :) > > > > Katie Wester-Neal, Ph.D. > > Assistant Professor > > Teacher Education & Literacy > > Gordon State College > > > > > > ------------------------------ > > *From:* xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Jonathan Tudge > > *Sent:* Tuesday, June 5, 2018 2:24:18 PM > > *To:* eXtended Mind, Culture, Activity > > *Subject:* [Xmca-l] Re: cultural constructions of childhood? > > > > Hi, Katie, > > > > Here's another one that you might find interesting. > > > > I, personally, think it's brilliant. > > > > https://www.amazon.com/Everyday-Lives-Young-Children- > > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= > > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ > > children%3A+culture%2C+class+and+child+rearing > > > > Cheers, > > > > Jon > > > > > > ~~~~~~~~~~~ > > > > Jonathan Tudge > > > > Professor > > Office: 155 Stone > > > > Our work on gratitude: > http://morethanthanks.wp.uncg.edu/ > > > > > A new book just published: Tudge, J. & Freitas, L. > (Eds.) Developing > > gratitude in children and adolescents > > > , > > Cambridge, UK: Cambridge University Press > > > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > > > Mailing address: > > 248 Stone Building > > Department of Human Development and Family Studies > > PO Box 26170 > > The University of North Carolina at Greensboro > > Greensboro, NC 27402-6170 > > USA > > > > phone (336) 223-6181 > > fax (336) 334-5076 > > > > > > > > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: > > > > Katie, I believe that someone mentioned this? :) > > > > > ural-Perspective/dp/1473993377> > > > > Martin > > > > *"I may say that whenever I meet Mrs. Seligman or Dr. > Lowie or discuss > > matters with Radcliffe-Brown or Kroeber, I become at > once aware that my > > partner does not understand anything in the matter, and > I end usually with > > the feeling that this also applies to myself? > (Malinowski, 1930)* > > > > > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > wrote: > > > > Hello xmca-ers, > > > > Long time reader, rare contributor with a question for a > course I'll be > > teaching soon. Besides Rogoff's *Cultural Nature of > Human Development*, > > what else would you recommend in that vein? In the > course, we will be > > exploring multiple constructions of childhood across > different cultures. > > > > Thanks for your help, > > Katie > > > > Katie Wester-Neal, Ph.D. > > Assistant Professor > > Teacher Education & Literacy > > Gordon State College > > > > > > > > > > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html > > > ------------------------------ > > Message: 3 > Date: Thu, 7 Jun 2018 13:07:41 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > and a few more on the anthropology front (in case you are > still interested): > > Bambi Chapin's *Childhood in a Sri Lankan Village* is very > good. Gottlieb > and De Loache have a new *A World of Babies* edition out. > > ?And ? > Elise Berman > ? has a book coming out at the end of January that does > some good > theorizing of "age", including "childhood". The title of > her book is: > *Talking Like Children: Language and the Production of Age > in the Marshall > Islands.* Oxford University Press > > > On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > > wrote: > > > Hopefully not too late, David Lancy's The Anthropology > of Childhood: > > Cherubs, Chattel, and Changelings has a nice sampling of > childhoods across > > multiple cultures. > > > > Also, some classics from a Western historical perspective: > > Joseph Kett's Rites of Passage: Adolescence in America > 1790 to Present > > Phillip Aries' Centuries of Childhood > > > > And a sociological one that looked interesting: > > https://books.google.co.kr/books?hl=en&lr=&id=q_ > > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ > > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ > > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% > > 20the%20construction%20of%20childhood&f=false > > > > And I came across this more accessible book while > searching for the Kett > > and thought it might be useful (I haven't read it and so > can't vouch for > > quality): > > https://books.google.co.kr/books?hl=en&lr=&id= > > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= > > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= > > onepage&q=kett%20history%20of%20childhood&f=false > > > > Good luck! > > -greg > > > > > > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > > > wrote: > > > >> Thanks again! I'd forgotten about the * Babies* movie, > and yes, it's > >> perfect for this course. Now I have lots of reading to do! > >> > >> > >> If a database of collected works becomes available, I'd > be happy to post > >> the syllabus. It's for an undergrad seminar course. > >> ------------------------------ > >> *From:* xmca-l-bounces@mailman.ucsd.edu > > >> on behalf of Alfredo Jornet Gil > >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM > >> > >> *To:* eXtended Mind, Culture, Activity > >> *Subject:* [Xmca-l] Re: cultural constructions of > childhood? > >> > >> > >> That was a great list of recommendations you got, > Katie, I am glad. > >> > >> > >> Things are going slower than anticipated, but hopefully > we will sooner > >> than later have a web platform for collecting this type > of resources, such > >> as course syllabus, etc. in one place, so that next > time someone looks for > >> the same, they can find it immediately. Right now, is > still possible to do > >> searches using keywords in xmca: > http://lchc.ucsd.edu/MCA/Mail/index.html > but > >> we are hoping this will be very much improved. ? > >> > >> Cheers, > >> > >> Alfredo > >> > >> > >> > >> > >> ------------------------------ > >> *From:* xmca-l-bounces@mailman.ucsd.edu > > >> on behalf of Martin Packer > >> *Sent:* 05 June 2018 22:12 > >> *To:* eXtended Mind, Culture, Activity > >> *Subject:* [Xmca-l] Re: cultural constructions of > childhood? > >> > >> Some resources here too: > >> > >> > > >> > >> Martin > >> > >> > >> > >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > wrote: > >> > >> Yes, very helpful suggestions, and thank you! Potential > article > >> suggestions also welcome... :) > >> > >> Katie Wester-Neal, Ph.D. > >> Assistant Professor > >> Teacher Education & Literacy > >> Gordon State College > >> > >> > >> ------------------------------ > >> *From:* xmca-l-bounces@mailman.ucsd.edu > > >> on behalf of Jonathan Tudge > >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM > >> *To:* eXtended Mind, Culture, Activity > >> *Subject:* [Xmca-l] Re: cultural constructions of > childhood? > >> > >> Hi, Katie, > >> > >> Here's another one that you might find interesting. > >> > >> I, personally, think it's brilliant. > >> > >> > https://www.amazon.com/Everyday-Lives-Young-Children-Societi > >> > es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= > >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% > >> 2C+class+and+child+rearing > >> > >> Cheers, > >> > >> Jon > >> > >> > >> ~~~~~~~~~~~ > >> > >> Jonathan Tudge > >> > >> Professor > >> Office: 155 Stone > >> > >> Our work on gratitude: > http://morethanthanks.wp.uncg.edu/ > > >> > >> A new book just published: Tudge, J. & Freitas, L. > (Eds.) Developing > >> gratitude in children and adolescents > >> > , > >> Cambridge, UK: Cambridge University Press > >> > >> My web site:http://www.uncg.edu/hdf/faculty/tudge > >> > >> Mailing address: > >> 248 Stone Building > >> Department of Human Development and Family Studies > >> PO Box 26170 > >> The University of North Carolina at Greensboro > >> Greensboro, NC 27402-6170 > >> USA > >> > >> phone (336) 223-6181 > >> fax (336) 334-5076 > >> > >> > >> > >> > >> > >> > >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > wrote: > >> > >> Katie, I believe that someone mentioned this? :) > >> > >> > >> ural-Perspective/dp/1473993377> > >> > >> Martin > >> > >> *"I may say that whenever I meet Mrs. Seligman or Dr. > Lowie or discuss > >> matters with Radcliffe-Brown or Kroeber, I become at > once aware that my > >> partner does not understand anything in the matter, and > I end usually with > >> the feeling that this also applies to myself? > (Malinowski, 1930)* > >> > >> > >> > >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > > >> wrote: > >> > >> Hello xmca-ers, > >> > >> Long time reader, rare contributor with a question for > a course I'll be > >> teaching soon. Besides Rogoff's *Cultural Nature of > Human Development*, > >> what else would you recommend in that vein? In the > course, we will be > >> exploring multiple constructions of childhood across > different cultures. > >> > >> Thanks for your help, > >> Katie > >> > >> Katie Wester-Neal, Ph.D. > >> Assistant Professor > >> Teacher Education & Literacy > >> Gordon State College > >> > >> > >> > >> > >> > > > > > > -- > > Gregory A. Thompson, Ph.D. > > Assistant Professor > > Department of Anthropology > > 880 Spencer W. Kimball Tower > > Brigham Young University > > Provo, UT 84602 > > WEBSITE: greg.a.thompson.byu.edu > > http://byu.academia.edu/GregoryThompson > > > > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html > > > ------------------------------ > > Message: 4 > Date: Sat, 9 Jun 2018 07:00:06 +0900 > From: David Kellogg > Subject: [Xmca-l] Necessities and Necessariness > To: "eXtended Mind, Culture, Activity" > > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > Andy has an amazing on-line discussion, going back almost > exactly two > decades, on "Freedom as the Recognition of Necessity", > which was Engels's > exaptation of a Heglian formulation (which in turn comes > from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the > recognition of > necessity in Hegel and Spinoza is a kind of philosophical > resignation to > one's fate, but in Marx and Vygotsky it is a kind of > active realization of > one's own labor and hence one's own selfhood in the > transformation of the > environment. > > The Soviet model of Marxism is a negation of both of > these. On the one > hand, externalization is active in nature, because it > really involves > turning the tables on the environment and forcing it to > adapt to human > necessities. And on the other hand it has very little room > for "one's own > labor" and still less for "one's own selfhood": "One" is not a > statistically significant, hence not a necessary, number. > > I think one way to reconcile this view with Andy's view is > to make a > distinction between externalization as the recognition of > the necessariness > of necessities, and externalization as the recognition of > both one's own > necessariness and that of others. These seem to me to be > two distinct > processes, belonging to two different stages of > development (and to the > deveopment of tools on the one hand and signs on the > other). But perhaps > "seem" is the word I should be stressing. > > (In the article linked below, which I did with my wife, > there is this four > year old girl who is trying to learn the times tables. She > keeps getting > stuck: Why can't you just put three and five together and > get thirty five? > Her grandmother is old school: your solution counts for > nothing: Your > presumed necessariness is not as important as instrumental > necessity. And > of course at one stage of development that is true; but > "sustainable > development" is everywhere and always a contradiction in > terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in *Early Years*, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan > idiom ? and > maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html > > > ------------------------------ > > Message: 5 > Date: Sat, 9 Jun 2018 12:00:59 +1000 > From: Andy Blunden > Subject: [Xmca-l] Re: Necessities and Necessariness > To: xmca-l@mailman.ucsd.edu > Message-ID: > <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> > Content-Type: text/plain; charset="utf-8" > > David, > > The text you have discovered is indeed 20 years old. At that > time I knew nothing about Hegel, and nor could I find anyone > to learn from, and there were very few philosophical texts > available on the nascent internet. So I started copy-typing > Hegel texts on to my web site and encouraging people to > discuss them. This was my own do-it-yourself university. And > I have preserved this old discussion in case they are of use > to others. > > Now, the text you discovered is written *all* by my old > friend Davie MacLean, who was in those days a big fan of > Heidegger but an avid student of all philosophy. The first > part is addressed to me and the second part copied from a > letter from Davie to Cyril Smith, my star participant in > that discussion. Davie and I were both enthralled with > Cyril's new book, "Marx at the Millennium" and Cyril's > participation was an attractor for people to join in the > discussion. > > Here are some messages from Cyril to give you context: > https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm > > Much as I enjoyed my debates with Davie, I did not emerge > from them as a fan of Heidegger. During the past 6 months I > have been spending a lot of time studying Hegel's Philosophy > of Right. I certainly do not see the question, and nor did > Hegel, in terms of "reconciliation to one's fate," which is > indeed much closer to Spinoza's view. > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 9/06/2018 8:00 AM, David Kellogg wrote: > > Andy has an amazing on-line discussion, going back almost > > exactly two decades, on "Freedom as the Recognition of > > Necessity", which was Engels's exaptation of a Heglian > > formulation (which in turn comes from Spinoza. > > > > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > > > As I understand it, Andy is arguing that freedom as the > > recognition of necessity in Hegel and Spinoza is a kind of > > philosophical resignation to one's fate, but in Marx and > > Vygotsky it is a kind of active realization of one's own > > labor and hence one's own selfhood in the transformation > > of the environment. > > > > The Soviet model of Marxism is a negation of both of > > these. On the one hand, externalization is active in > > nature, because it really involves turning the tables on > > the environment and forcing it to adapt to human > > necessities. And on the other hand it has very little room > > for "one's own labor" and still less for "one's own > > selfhood": "One" is not a statistically significant, hence > > not a necessary, number. > > > > I think one way to reconcile this view with Andy's view is > > to make a distinction between externalization as the > > recognition of the necessariness of necessities, and > > externalization as the recognition of both one's own > > necessariness and that of others. These seem to me to be > > two distinct processes, belonging to two different stages > > of development (and to the deveopment of tools on the one > > hand and signs on the other). But perhaps "seem" is the > > word I should be stressing. > > > > (In the article linked below, which I did with my > > wife, there is this four year old girl who is trying to > > learn the times tables. She keeps getting stuck: Why can't > > you just put three and five together and get thirty five? > > Her grandmother is old school: your solution counts for > > nothing: Your presumed necessariness is not as important > > as instrumental necessity. And of course at one stage of > > development that is true; but "sustainable development" is > > everywhere and always a contradiction in terms: no > > development can ever sustain itself against itself.) > > > > David Kellogg > > Sangmyung University > > > > New in /Early Years/, co-authored with Fang Li: > > > > When three fives are thirty-five: Vygotsky in a Hallidayan > > idiom ? and maths in the grandmother tongue > > > > Some free e-prints available at: > > > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html > > > ------------------------------ > > Message: 6 > Date: Fri, 15 Jun 2018 06:48:18 +0000 > From: Alfredo Jornet Gil > Subject: [Xmca-l] Resituating Funds of Identity > To: "eXtended Mind, Culture, Activity" > > Message-ID: <1529045297954.74297@iped.uio.no> > Content-Type: text/plain; charset="iso-8859-1" > > Dear all, > > > it's been a quiet period here in xmca lately, partly, ?I > am afraid, due to my failure to initiate or follow up the > otherwis?e many and insightful conversations that > characterise the list during this end of semester. But I > am back with an invitation that I hope you will find > interesting and, hopefully, worth participating in. > > > I am attaching an article included in our Issue 2, for > discussion here at xmca, but in a slightly new format. > > > The article is entitled ??Resituating Funds of Identity > Within Contemporary Interpretations of Perezhivanie, ?by > Adam Poole and Jingyi Huang. Extending conceptualisations > of funds of knowledge and funds of identity by means of > drawing a connection with the concept perezhivanie, the > authors present the idea of *existential* funds of > identity. What makes interesting this latter concept is > that, by contrast to a most frequent sole focus on > positive community resources as constituting those funds > of knowledge/activity, Poole and Huang propose exploring > how not only positive, but also negative, life-changing > experiences may become a potential resource for > individual/collective activity. > > > Usually, we invite the author to discuss with us her/his > article. This time, we have also invited a discussant with > extensive experience in the field of funds of knowledge. > Thus, Adam Poole, as first author of the study, will be > with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises > Esteban-Guitart, who has kindly agreed to initiate the > discussion and engage in what promises to be an exciting > and constructive dialogue. They will be joining us soon, > and we have also identified a list of scholars interested > in similar issues that may be chiming in as we move on. In > the meantime, I hope that many of you will get the chance > to have a look at this interesting article and find it > worth discussing. And of course, as always, everyone is > welcome to contribute to the discussion. > > > Looking forward to an engaging discussion, > > Alfredo > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html > > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie.pdf > Type: application/pdf > Size: 1584180 bytes > Desc: Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie.pdf > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf > > > ------------------------------ > > _______________________________________________ > xmca-l mailing list > xmca-l@mailman.ucsd.edu > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > > End of xmca-l Digest, Vol 59, Issue 2 > ************************************* > This message and any attachment are intended solely for > the addressee and may contain confidential information. If > you have received this message in error, please send it > back to me, and immediately delete it. Please do not use, > copy or disclose the information contained in this message > or in any attachment. Any views or opinions expressed by > the author of this email do not necessarily reflect the > views of The University of Nottingham Ningbo China. This > message has been checked for viruses but the contents of > an attachment may still contain software viruses which > could damage your computer system: you are advised to > perform your own checks. Email communications with The > University of Nottingham Ningbo China may be monitored as > permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180618/7fd579cc/attachment-0001.html ------------------------------ Message: 6 Date: Sun, 17 Jun 2018 19:21:16 +0200 (CEST) From: "MOISES ESTEBAN-GUITART" Subject: [Xmca-l] Re: Resituating Funds of Identity To: "eXtended Mind, Culture, Activity" Message-ID: <49880.46.26.206.19.1529256076.squirrel@montseny.udg.edu> Content-Type: text/plain;charset=iso-8859-1 First of all a ?triple thank you?. Thanks Alfredo for reopening this collective space to ?inter-thinking?. Thank you Adam for your paper, in particular, and your great contributions on the funds of knowledge and funds of identity approach, in general. Thank you Andy for you insights and for helping us to understand better the concept of ?perezhivanie?. Indeed, as we know, it is a vague one, produced in the ending of Vygotsky?s life and such as other vygotskian concepts we really need develop it further. The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? 2) How we could link the concepts of identity and perezhivanie? 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? moises -- Mois?s Esteban Guitart Director Institut de Recerca Educativa Facultat d'Educaci? i Psicologia Universitat de Girona http://mipe.psyed.edu.es/ca/ http://psicologia.udg.edu/PTCEDH/presentation.asp https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en > Think of the origin of the idea of "catharsis." Originally > it referred to the experience of an audience watching a > Greek drama - their own emotions are played out in front of > them. Later is referred to a medical method of "purging" an > illness through vomiting, and it was adapted from there to > refer to the talking cure, in which the patient externalised > their problem with the help of the therapist. From > psychotherapy it entered popular culture as an image of > someone experiencing a traumatic personal transformation, I > think. > > > You may be quite right in terms of phases, Adam, but I think > "reflection" and "catharsis" are closely tied together. I > talked a lot about catharsis being to do with "processing" > an experience, overcoming it, integrating it into one's > personality, which does indeed sound like something very > different from "catharsis" as I've just described it. > > > It's up to you guys who are doing the qualitative research > to figure it out though. > > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 18/06/2018 1:33 AM, Adam Poole (16517826) wrote: >> Hi, >> Thanks to Andy for getting the discussion started >> on Resituating Funds of Identity. >> In response to describing a perezhivanie in terms of >> phases - I think it may be because I interpreted >> the working over of a critical episode in terms of a >> process, and so divided a perezhivanie into three phases. >> This was also a result of the data - I took your >> interpretation of a perezhivanie and used it to analyse >> the data, but in analyzing the data, there appeared to be >> a distinction between reflection and catharsis, which I >> lead utilized in interpretation your interpretation of a >> perezhivanie! >> I had in mind the dictionary definition of phase:'a >> distinct period or stage in a process of change or forming >> part of something's development' (from Google) and 'a >> distinguishable part in a course, development, or cycle: >> >> * the early phases of her career' from the >> Merriam-Webster online dictionary. >> >> * >> >> >> I also understood reflection as a pre-requisite for >> catharsis, in that a critical episode may remain >> unaddressed or perhaps even repressed (or blocked), but >> becoming conscious of the episode leads a person to >> reflect on it which in turn can lead to catharsis. >> Similarly, reflecting on your life, through narrative, >> such as funds of identity approaches, can trigger >> reflection and unblock a critical episode which can lead >> to catharsis and integration. >> Adam >> * >> * >> *From:* Andy Blunden > > >> *Date:* 15 June 2018 at 16:52:58 CEST >> *To:* > > >> *Subject:* *[Xmca-l] Re: Resituating Funds of Identity* >> *Reply-To:* "eXtended Mind, Culture, Activity" >> > >> >> I really liked this paper. I would like to make a brief >> response on the following passage which cites my own work: >> "Accordingly, Blunden distinguished three main units or >> phases in his account of /perezhivanie/, >> which, according to our data, occur in the following >> order: critical episode, reflection, catharsis >> and integration. That said, it has to be stressed that >> this movement may not be linear or occur in the >> order that we here present. We define the three phases of >> a /perezhivanie/as follows: >> ??? Critical episode: a traumatic experience or a >> life-changing episode in one???s life that leads to a >> blockage in psychological development. >> ??? Reflection: the process of becoming conscious of, >> reflecting on, and talking about the critical >> episode with a significant other, such as a teacher or a >> parent. >> ??? Catharsis and integration: the processing or working >> over of a critical episode in order to >> assimilate it into the personality." >> The summary is a good one. As to the interpretation in dot >> point, I would make the following observations: >> >> * The critical episode may be an /unblocking/. I often >> reflect on an important /perezhivanie /in my life in >> which a protracted negative experience of which I was >> hardly conscious, I broke through in one critical >> episode only seconds in duration which was utterly >> exhilarating, and as it happened the world changed >> around me and I became new person, in my own and >> others' eyes. >> * Reflection is an integral part of catharsis I think. I >> don't know how I would express this in terms of >> "phases." I really see it as a two-phase process, >> though on reflection just now, I have realised that >> there was a gradual phase preceding the critical >> episode which I had not thought about before. I grant >> that there are internal "meditative" processes as well >> as changes in social interaction. So the distinction >> between the internal and external processes is valid, >> but I don't think they can be separated in 'phases'. >> >> While I agree that a dichotomy between positive and >> negative experiences is questionable, the distinction is >> needed. The positive episode is developmental only because >> of the preceding negative experience preceding it. >> >> Andy >> ------------------------------------------------------------ >> Andy Blunden >> http://www.ethicalpolitics.org/ablunden/index.htm >> Andy Blunden's Home Page >> >> www.ethicalpolitics.org >> Andy Blunden's Home Page with links to pages I maintain >> and mail-to buttons >> >> >> ------------------------------------------------------------ >> On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: >> Dear all, >> >> it's been a quiet period here in xmca lately, partly, I am >> afraid, due to my failure to initiate or follow up the >> otherwise many and insightful conversations that >> characterise the list during this end of semester. But I >> am back with an invitation that I hope you will find >> interesting and, hopefully, worth participating in. >> >> I am attaching an article included in our Issue 2, for >> discussion here at xmca, but in a slightly new format. >> >> The article is entitled /Resituating Funds of Identity >> Within Contemporary Interpretations of Perezhivanie, /by >> Adam Poole and Jingyi >> Huang. Extending conceptualisations of funds of knowledge >> and funds of identity by means of drawing a connection >> with the concept perezhivanie, the authors present the >> idea of *existential* funds of identity. What makes >> interesting this latter concept is that, by contrast to a >> most frequent sole focus on positive community resources >> as constituting those funds of knowledge/activity, Poole >> and Huang propose exploring how not only positive, but >> also negative, life-changing experiences may become a >> potential resource for individual/collective activity. >> >> Usually, we invite the author to discuss with us her/his >> article. This time, we have also invited a discussant with >> extensive experience in the field of funds of knowledge. >> Thus, Adam Poole, as first author of the study, will be >> with us, sharing his views, motives, and challenges in >> developing the study. As discussant, we will have Moises >> Esteban-Guitart, who has kindly agreed to initiate the >> discussion and engage in what promises to be an exciting >> and constructive dialogue. They will be joining us soon, >> and we have also identified a list of scholars interested >> in similar issues that may be chiming in as we move on. In >> the meantime, I hope that many of you will get the chance >> to have a look at this interesting article and find it >> worth discussing. And of course, as always, everyone is >> welcome to contribute to the discussion. >> >> Looking forward to an engaging discussion, >> Alfredo >> >> >> >> ------------------------------------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of >> xmca-l-request@mailman.ucsd.edu >> >> *Sent:* 15 June 2018 14:50 >> *To:* xmca-l@mailman.ucsd.edu >> *Subject:* xmca-l Digest, Vol 59, Issue 2 >> >> Send xmca-l mailing list submissions to >> xmca-l@mailman.ucsd.edu >> >> To subscribe or unsubscribe via the World Wide Web, visit >> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >> >> or, via email, send a message with subject or body 'help' to >> xmca-l-request@mailman.ucsd.edu >> >> You can reach the person managing the list at >> xmca-l-owner@mailman.ucsd.edu >> >> When replying, please edit your Subject line so it is more >> specific >> than "Re: Contents of xmca-l digest..." >> >> >> Today's Topics: >> >> 1. Re: cultural constructions of childhood? (Katherine >> Wester Neal) >> 2. Re: cultural constructions of childhood? (Greg Thompson) >> 3. Re: cultural constructions of childhood? (Greg Thompson) >> 4. Necessities and Necessariness (David Kellogg) >> 5. Re: Necessities and Necessariness (Andy Blunden) >> 6. Resituating Funds of Identity (Alfredo Jornet Gil) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Wed, 6 Jun 2018 01:13:52 +0000 >> From: Katherine Wester Neal >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Thanks again! I'd forgotten about the Babies movie, and >> yes, it's perfect for this course. Now I have lots of >> reading to do! >> >> >> If a database of collected works becomes available, I'd be >> happy to post the syllabus. It's for an undergrad seminar >> course. >> >> ________________________________ >> From: xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo >> Jornet Gil >> Sent: Tuesday, June 5, 2018 5:00:34 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I >> am glad. >> >> >> Things are going slower than anticipated, but hopefully we >> will sooner than later have a web platform for collecting >> this type of resources, such as course syllabus, etc. in >> one place, so that next time someone looks for the same, >> they can find it immediately. Right now, is still possible >> to do searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but we are >> hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> ________________________________ >> From: xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin >> Packer >> Sent: 05 June 2018 22:12 >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> > wrote: >> >> Yes, very helpful suggestions, and thank you! Potential >> article suggestions also welcome... :) >> >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ________________________________ >> From: >> xmca-l-bounces@mailman.ucsd.edu >> > >> on behalf of Jonathan Tudge >> > >> Sent: Tuesday, June 5, 2018 2:24:18 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) >> Developing gratitude in children and >> adolescents, >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> > wrote: >> Katie, I believe that someone mentioned this? :) >> >> >> >> Martin >> >> "I may say that whenever I meet Mrs. Seligman or Dr. Lowie >> or discuss matters with Radcliffe-Brown or Kroeber, I >> become at once aware that my partner does not understand >> anything in the matter, and I end usually with the feeling >> that this also applies to myself? (Malinowski, 1930) >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> > wrote: >> >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a >> course I'll be teaching soon. Besides Rogoff's Cultural >> Nature of Human Development, what else would you recommend >> in that vein? In the course, we will be exploring multiple >> constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 2 >> Date: Wed, 6 Jun 2018 13:22:31 +0900 >> From: Greg Thompson >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Hopefully not too late, David Lancy's The Anthropology of >> Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of >> childhoods across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America >> 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false >> >> And I came across this more accessible book while >> searching for the Kett >> and thought it might be useful (I haven't read it and so >> can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> >> wrote: >> >> > Thanks again! I'd forgotten about the * Babies* movie, >> and yes, it's >> > perfect for this course. Now I have lots of reading to do! >> > >> > >> > If a database of collected works becomes available, I'd >> be happy to post >> > the syllabus. It's for an undergrad seminar course. >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Alfredo Jornet Gil >> > *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> > >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > >> > That was a great list of recommendations you got, Katie, >> I am glad. >> > >> > >> > Things are going slower than anticipated, but hopefully >> we will sooner >> > than later have a web platform for collecting this type >> of resources, such >> > as course syllabus, etc. in one place, so that next time >> someone looks for >> > the same, they can find it immediately. Right now, is >> still possible to do >> > searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but >> > we are hoping this will be very much improved. ? >> > >> > Cheers, >> > >> > Alfredo >> > >> > >> > >> > >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Martin Packer >> > *Sent:* 05 June 2018 22:12 >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > Some resources here too: >> > >> > >> >> > >> > Martin >> > >> > >> > >> > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> > >> > Yes, very helpful suggestions, and thank you! Potential >> article >> > suggestions also welcome... :) >> > >> > Katie Wester-Neal, Ph.D. >> > Assistant Professor >> > Teacher Education & Literacy >> > Gordon State College >> > >> > >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Jonathan Tudge >> > *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > Hi, Katie, >> > >> > Here's another one that you might find interesting. >> > >> > I, personally, think it's brilliant. >> > >> > https://www.amazon.com/Everyday-Lives-Young-Children- >> > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= >> > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ >> > children%3A+culture%2C+class+and+child+rearing >> > >> > Cheers, >> > >> > Jon >> > >> > >> > ~~~~~~~~~~~ >> > >> > Jonathan Tudge >> > >> > Professor >> > Office: 155 Stone >> > >> > Our work on gratitude: >> http://morethanthanks.wp.uncg.edu/ >> >> > >> > A new book just published: Tudge, J. & Freitas, L. >> (Eds.) Developing >> > gratitude in children and adolescents >> > >> , >> > Cambridge, UK: Cambridge University Press >> > >> > My web site:http://www.uncg.edu/hdf/faculty/tudge >> > >> > Mailing address: >> > 248 Stone Building >> > Department of Human Development and Family Studies >> > PO Box 26170 >> > The University of North Carolina at Greensboro >> > Greensboro, NC 27402-6170 >> > USA >> > >> > phone (336) 223-6181 >> > fax (336) 334-5076 >> > >> > >> > >> > >> > >> > >> > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> > >> > Katie, I believe that someone mentioned this? :) >> > >> > > > ural-Perspective/dp/1473993377> >> > >> > Martin >> > >> > *"I may say that whenever I meet Mrs. Seligman or Dr. >> Lowie or discuss >> > matters with Radcliffe-Brown or Kroeber, I become at >> once aware that my >> > partner does not understand anything in the matter, and >> I end usually with >> > the feeling that this also applies to myself? >> (Malinowski, 1930)* >> > >> > >> > >> > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> > >> > Hello xmca-ers, >> > >> > Long time reader, rare contributor with a question for a >> course I'll be >> > teaching soon. Besides Rogoff's *Cultural Nature of >> Human Development*, >> > what else would you recommend in that vein? In the >> course, we will be >> > exploring multiple constructions of childhood across >> different cultures. >> > >> > Thanks for your help, >> > Katie >> > >> > Katie Wester-Neal, Ph.D. >> > Assistant Professor >> > Teacher Education & Literacy >> > Gordon State College >> > >> > >> > >> > >> > >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 3 >> Date: Thu, 7 Jun 2018 13:07:41 +0900 >> From: Greg Thompson >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> and a few more on the anthropology front (in case you are >> still interested): >> >> Bambi Chapin's *Childhood in a Sri Lankan Village* is very >> good. Gottlieb >> and De Loache have a new *A World of Babies* edition out. >> >> ?And ? >> Elise Berman >> ? has a book coming out at the end of January that does >> some good >> theorizing of "age", including "childhood". The title of >> her book is: >> *Talking Like Children: Language and the Production of Age >> in the Marshall >> Islands.* Oxford University Press >> >> >> On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson >> >> wrote: >> >> > Hopefully not too late, David Lancy's The Anthropology >> of Childhood: >> > Cherubs, Chattel, and Changelings has a nice sampling of >> childhoods across >> > multiple cultures. >> > >> > Also, some classics from a Western historical perspective: >> > Joseph Kett's Rites of Passage: Adolescence in America >> 1790 to Present >> > Phillip Aries' Centuries of Childhood >> > >> > And a sociological one that looked interesting: >> > https://books.google.co.kr/books?hl=en&lr=&id=q_ >> > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ >> > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ >> > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% >> > 20the%20construction%20of%20childhood&f=false >> > >> > And I came across this more accessible book while >> searching for the Kett >> > and thought it might be useful (I haven't read it and so >> can't vouch for >> > quality): >> > https://books.google.co.kr/books?hl=en&lr=&id= >> > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= >> > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= >> > onepage&q=kett%20history%20of%20childhood&f=false >> > >> > Good luck! >> > -greg >> > >> > >> > >> > >> > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> >> > wrote: >> > >> >> Thanks again! I'd forgotten about the * Babies* movie, >> and yes, it's >> >> perfect for this course. Now I have lots of reading to do! >> >> >> >> >> >> If a database of collected works becomes available, I'd >> be happy to post >> >> the syllabus. It's for an undergrad seminar course. >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Alfredo Jornet Gil >> >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> >> >> That was a great list of recommendations you got, >> Katie, I am glad. >> >> >> >> >> >> Things are going slower than anticipated, but hopefully >> we will sooner >> >> than later have a web platform for collecting this type >> of resources, such >> >> as course syllabus, etc. in one place, so that next >> time someone looks for >> >> the same, they can find it immediately. Right now, is >> still possible to do >> >> searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but >> >> we are hoping this will be very much improved. ? >> >> >> >> Cheers, >> >> >> >> Alfredo >> >> >> >> >> >> >> >> >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Martin Packer >> >> *Sent:* 05 June 2018 22:12 >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> Some resources here too: >> >> >> >> >> >> >> >> >> Martin >> >> >> >> >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> >> >> >> Yes, very helpful suggestions, and thank you! Potential >> article >> >> suggestions also welcome... :) >> >> >> >> Katie Wester-Neal, Ph.D. >> >> Assistant Professor >> >> Teacher Education & Literacy >> >> Gordon State College >> >> >> >> >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Jonathan Tudge >> >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> Hi, Katie, >> >> >> >> Here's another one that you might find interesting. >> >> >> >> I, personally, think it's brilliant. >> >> >> >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> >> >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> >> 2C+class+and+child+rearing >> >> >> >> Cheers, >> >> >> >> Jon >> >> >> >> >> >> ~~~~~~~~~~~ >> >> >> >> Jonathan Tudge >> >> >> >> Professor >> >> Office: 155 Stone >> >> >> >> Our work on gratitude: >> http://morethanthanks.wp.uncg.edu/ >> >> >> >> >> A new book just published: Tudge, J. & Freitas, L. >> (Eds.) Developing >> >> gratitude in children and adolescents >> >> >> , >> >> Cambridge, UK: Cambridge University Press >> >> >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> >> >> Mailing address: >> >> 248 Stone Building >> >> Department of Human Development and Family Studies >> >> PO Box 26170 >> >> The University of North Carolina at Greensboro >> >> Greensboro, NC 27402-6170 >> >> USA >> >> >> >> phone (336) 223-6181 >> >> fax (336) 334-5076 >> >> >> >> >> >> >> >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> >> >> >> Katie, I believe that someone mentioned this? :) >> >> >> >> >> > >> ural-Perspective/dp/1473993377> >> >> >> >> Martin >> >> >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. >> Lowie or discuss >> >> matters with Radcliffe-Brown or Kroeber, I become at >> once aware that my >> >> partner does not understand anything in the matter, and >> I end usually with >> >> the feeling that this also applies to myself? >> (Malinowski, 1930)* >> >> >> >> >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> >> >> wrote: >> >> >> >> Hello xmca-ers, >> >> >> >> Long time reader, rare contributor with a question for >> a course I'll be >> >> teaching soon. Besides Rogoff's *Cultural Nature of >> Human Development*, >> >> what else would you recommend in that vein? In the >> course, we will be >> >> exploring multiple constructions of childhood across >> different cultures. >> >> >> >> Thanks for your help, >> >> Katie >> >> >> >> Katie Wester-Neal, Ph.D. >> >> Assistant Professor >> >> Teacher Education & Literacy >> >> Gordon State College >> >> >> >> >> >> >> >> >> >> >> > >> > >> > -- >> > Gregory A. Thompson, Ph.D. >> > Assistant Professor >> > Department of Anthropology >> > 880 Spencer W. Kimball Tower >> > Brigham Young University >> > Provo, UT 84602 >> > WEBSITE: greg.a.thompson.byu.edu >> > http://byu.academia.edu/GregoryThompson >> >> > >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 4 >> Date: Sat, 9 Jun 2018 07:00:06 +0900 >> From: David Kellogg >> Subject: [Xmca-l] Necessities and Necessariness >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Andy has an amazing on-line discussion, going back almost >> exactly two >> decades, on "Freedom as the Recognition of Necessity", >> which was Engels's >> exaptation of a Heglian formulation (which in turn comes >> from Spinoza. >> >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> >> As I understand it, Andy is arguing that freedom as the >> recognition of >> necessity in Hegel and Spinoza is a kind of philosophical >> resignation to >> one's fate, but in Marx and Vygotsky it is a kind of >> active realization of >> one's own labor and hence one's own selfhood in the >> transformation of the >> environment. >> >> The Soviet model of Marxism is a negation of both of >> these. On the one >> hand, externalization is active in nature, because it >> really involves >> turning the tables on the environment and forcing it to >> adapt to human >> necessities. And on the other hand it has very little room >> for "one's own >> labor" and still less for "one's own selfhood": "One" is not a >> statistically significant, hence not a necessary, number. >> >> I think one way to reconcile this view with Andy's view is >> to make a >> distinction between externalization as the recognition of >> the necessariness >> of necessities, and externalization as the recognition of >> both one's own >> necessariness and that of others. These seem to me to be >> two distinct >> processes, belonging to two different stages of >> development (and to the >> deveopment of tools on the one hand and signs on the >> other). But perhaps >> "seem" is the word I should be stressing. >> >> (In the article linked below, which I did with my wife, >> there is this four >> year old girl who is trying to learn the times tables. She >> keeps getting >> stuck: Why can't you just put three and five together and >> get thirty five? >> Her grandmother is old school: your solution counts for >> nothing: Your >> presumed necessariness is not as important as instrumental >> necessity. And >> of course at one stage of development that is true; but >> "sustainable >> development" is everywhere and always a contradiction in >> terms: no >> development can ever sustain itself against itself.) >> >> David Kellogg >> Sangmyung University >> >> New in *Early Years*, co-authored with Fang Li: >> >> When three fives are thirty-five: Vygotsky in a Hallidayan >> idiom ? and >> maths in the grandmother tongue >> >> Some free e-prints available at: >> >> https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 5 >> Date: Sat, 9 Jun 2018 12:00:59 +1000 >> From: Andy Blunden >> Subject: [Xmca-l] Re: Necessities and Necessariness >> To: xmca-l@mailman.ucsd.edu >> Message-ID: >> <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> >> Content-Type: text/plain; charset="utf-8" >> >> David, >> >> The text you have discovered is indeed 20 years old. At that >> time I knew nothing about Hegel, and nor could I find anyone >> to learn from, and there were very few philosophical texts >> available on the nascent internet. So I started copy-typing >> Hegel texts on to my web site and encouraging people to >> discuss them. This was my own do-it-yourself university. And >> I have preserved this old discussion in case they are of use >> to others. >> >> Now, the text you discovered is written *all* by my old >> friend Davie MacLean, who was in those days a big fan of >> Heidegger but an avid student of all philosophy. The first >> part is addressed to me and the second part copied from a >> letter from Davie to Cyril Smith, my star participant in >> that discussion. Davie and I were both enthralled with >> Cyril's new book, "Marx at the Millennium" and Cyril's >> participation was an attractor for people to join in the >> discussion. >> >> Here are some messages from Cyril to give you context: >> https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm >> >> Much as I enjoyed my debates with Davie, I did not emerge >> from them as a fan of Heidegger. During the past 6 months I >> have been spending a lot of time studying Hegel's Philosophy >> of Right. I certainly do not see the question, and nor did >> Hegel, in terms of "reconciliation to one's fate," which is >> indeed much closer to Spinoza's view. >> >> Andy >> >> ------------------------------------------------------------ >> Andy Blunden >> http://www.ethicalpolitics.org/ablunden/index.htm >> On 9/06/2018 8:00 AM, David Kellogg wrote: >> > Andy has an amazing on-line discussion, going back almost >> > exactly two decades, on "Freedom as the Recognition of >> > Necessity", which was Engels's exaptation of a Heglian >> > formulation (which in turn comes from Spinoza. >> > >> > >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> > >> > As I understand it, Andy is arguing that freedom as the >> > recognition of necessity in Hegel and Spinoza is a kind of >> > philosophical resignation to one's fate, but in Marx and >> > Vygotsky it is a kind of active realization of one's own >> > labor and hence one's own selfhood in the transformation >> > of the environment. >> > >> > The Soviet model of Marxism is a negation of both of >> > these. On the one hand, externalization is active in >> > nature, because it really involves turning the tables on >> > the environment and forcing it to adapt to human >> > necessities. And on the other hand it has very little room >> > for "one's own labor" and still less for "one's own >> > selfhood": "One" is not a statistically significant, hence >> > not a necessary, number. >> > >> > I think one way to reconcile this view with Andy's view is >> > to make a distinction between externalization as the >> > recognition of the necessariness of necessities, and >> > externalization as the recognition of both one's own >> > necessariness and that of others. These seem to me to be >> > two distinct processes, belonging to two different stages >> > of development (and to the deveopment of tools on the one >> > hand and signs on the other). But perhaps "seem" is the >> > word I should be stressing. >> > >> > (In the article linked below, which I did with my >> > wife, there is this four year old girl who is trying to >> > learn the times tables. She keeps getting stuck: Why can't >> > you just put three and five together and get thirty five? >> > Her grandmother is old school: your solution counts for >> > nothing: Your presumed necessariness is not as important >> > as instrumental necessity. And of course at one stage of >> > development that is true; but "sustainable development" is >> > everywhere and always a contradiction in terms: no >> > development can ever sustain itself against itself.) >> > >> > David Kellogg >> > Sangmyung University >> > >> > New in /Early Years/, co-authored with Fang Li: >> > >> > When three fives are thirty-five: Vygotsky in a Hallidayan >> > idiom ? and maths in the grandmother tongue >> > >> > Some free e-prints available at: >> > >> > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> > >> > >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 6 >> Date: Fri, 15 Jun 2018 06:48:18 +0000 >> From: Alfredo Jornet Gil >> Subject: [Xmca-l] Resituating Funds of Identity >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: <1529045297954.74297@iped.uio.no> >> Content-Type: text/plain; charset="iso-8859-1" >> >> Dear all, >> >> >> it's been a quiet period here in xmca lately, partly, ?I >> am afraid, due to my failure to initiate or follow up the >> otherwis?e many and insightful conversations that >> characterise the list during this end of semester. But I >> am back with an invitation that I hope you will find >> interesting and, hopefully, worth participating in. >> >> >> I am attaching an article included in our Issue 2, for >> discussion here at xmca, but in a slightly new format. >> >> >> The article is entitled ??Resituating Funds of Identity >> Within Contemporary Interpretations of Perezhivanie, ?by >> Adam Poole and Jingyi Huang. Extending conceptualisations >> of funds of knowledge and funds of identity by means of >> drawing a connection with the concept perezhivanie, the >> authors present the idea of *existential* funds of >> identity. What makes interesting this latter concept is >> that, by contrast to a most frequent sole focus on >> positive community resources as constituting those funds >> of knowledge/activity, Poole and Huang propose exploring >> how not only positive, but also negative, life-changing >> experiences may become a potential resource for >> individual/collective activity. >> >> >> Usually, we invite the author to discuss with us her/his >> article. This time, we have also invited a discussant with >> extensive experience in the field of funds of knowledge. >> Thus, Adam Poole, as first author of the study, will be >> with us, sharing his views, motives, and challenges in >> developing the study. As discussant, we will have Moises >> Esteban-Guitart, who has kindly agreed to initiate the >> discussion and engage in what promises to be an exciting >> and constructive dialogue. They will be joining us soon, >> and we have also identified a list of scholars interested >> in similar issues that may be chiming in as we move on. In >> the meantime, I hope that many of you will get the chance >> to have a look at this interesting article and find it >> worth discussing. And of course, as always, everyone is >> welcome to contribute to the discussion. >> >> >> Looking forward to an engaging discussion, >> >> Alfredo >> >> >> >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html >> >> -------------- next part -------------- >> A non-text attachment was scrubbed... >> Name: Resituating Funds of Identity Within Contemporary >> Interpretations of Perezhivanie.pdf >> Type: application/pdf >> Size: 1584180 bytes >> Desc: Resituating Funds of Identity Within Contemporary >> Interpretations of Perezhivanie.pdf >> Url : >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf >> >> >> ------------------------------ >> >> _______________________________________________ >> xmca-l mailing list >> xmca-l@mailman.ucsd.edu >> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >> >> >> End of xmca-l Digest, Vol 59, Issue 2 >> ************************************* >> This message and any attachment are intended solely for >> the addressee and may contain confidential information. If >> you have received this message in error, please send it >> back to me, and immediately delete it. Please do not use, >> copy or disclose the information contained in this message >> or in any attachment. Any views or opinions expressed by >> the author of this email do not necessarily reflect the >> views of The University of Nottingham Ningbo China. This >> message has been checked for viruses but the contents of >> an attachment may still contain software viruses which >> could damage your computer system: you are advised to >> perform your own checks. Email communications with The >> University of Nottingham Ningbo China may be monitored as >> permitted by UK and Chinese legislation. > > ------------------------------ Message: 7 Date: Tue, 19 Jun 2018 02:14:18 +0000 From: "Adam Poole (16517826)" Subject: [Xmca-l] Re-situating funds of identity within contemporary interpretations of perezhivanie To: "xmca-l@mailman.ucsd.edu" Message-ID: Content-Type: text/plain; charset="windows-1252" Thanks to Moises for posting some questions about the article that I would like to respond to. I will first include his summary and interpretation of the paper and then respond to his questions. Interpretation of paper The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. Questions 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? This is a question that I have been struggling with for some time. When I initially uncovered existential funds of identity I considered to be more than a type of funds of identity. I couldn't see how it related to the five categories that you proposed, as to me the type of identity being described was more internal or meditative. However, the more I researched into the funds of identity concept and its theoretical underpinnings, the more I came to question this conclusion. Firstly, funds of identity, as I understand it, is predicated upon a synthesis of macro and micro-level approaches to culture - that is, identity is embedded in artefacts and social practices and therefore is distributed in nature. However, to bring in the concept of perezhivanie, individuals construct new identities from the social identities that surround them. In contrast, I initially understood existential funds of identity as largely phenomenological in nature. However, on reflection, I realised that issues to do with identity confusion, relationship problems, etc, are social in nature. So, existential funds of identity should be seen as a complement to funds of identity, rather than a re-theorisation of it. Most significantly, it can be used to show how negative experiences can be drawn on in order to bring about positive pedagogical outcomes. However, I would be interested to know if anyone else thinks that existential funds of identity complements or contradicts the concept developed by Moises. 2) How we could link the concepts of identity and perezhivanie? Good question! For me. identity is an open-ended process that is both personal and social in nature. For this reason, perezhivanie is a really useful concept to bring this relationship into focus. Firstly, it shows how development is the result of the dialectical relationship between the mind and the environment. This relates to identity in a big way, as it suggests that identity is quite fluid: we are different people in different times and across different contexts. Perezhivanie is relevant here as it helps to explain the way individuals relate differentially to their environments. In relation to my teaching, I have found that students do not embody fixed identities that they take with them from class to class, but construct new identities in response to their classes - the teacher, the students, the subject. To draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do not only bring one school bag with them, but have many different bags from which they draw in the construction, and performance, of their classroom identities. This realisation lead me to question the role of labelling that you often find in staff rooms - this is the 'difficult' student, this is the 'gifted' student, etc. By observing students' behaviour in other classes, I realised that there was something going on between the students and their environments - hence the link between identity and perezhivanie. Rather than engaging with the imposed label (that really says more about our deficit thinking than the students themselves) we should engage with the students' lived experiences of their social world - both positive and negative. 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? This is a bit more of a complicated one! I do agree with your assertion that drawing upon minoritised students' negative or problematic experiences could lead to the reproduction of deficit thinking. However, I do think that if handled ethically, teachers can draw upon both light and dark funds of identity in order to valorise the whole child and their social worlds. So pedagogically, existential funds of identity can help to develop 'thick' stranded relationships between teachers and students. Moreover, it can also bridge the gap between the classroom and home by acknowledging that life and individual experiencing is complex and multi-layered, often involving critical moments that are ambivalent in nature. I have to say that this approach may not be appropriate for younger learners. I had in mind adolescent learners when I developed the idea of existential funds of identity. Cheers, Adam This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/b6ecb4e6/attachment-0001.html ------------------------------ Message: 8 Date: Tue, 19 Jun 2018 23:20:52 -0400 From: David Preiss Subject: [Xmca-l] SCRD and U.S. immigration policy statement To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Dear colleagues, This may open a constructive dialogue here on the always complex relation between policy, politics, science and human rights. DP Statement of Laura L. Namy, Executive Director, Society for Research in Child Development on U.S. Policy of Separating Immigrant Children from their Families at the Border https://www.srcd.org/sites/default/files/documents/statement_from_laura_l_namy_child_separation_2.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/e5f2fc3d/attachment-0001.html ------------------------------ Message: 9 Date: Tue, 19 Jun 2018 23:25:39 -0400 From: David Preiss Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" PS. The twitter account of SRCD then disseminated related evidence and posted a new statement: https://mobile.twitter.com/SRCDtweets SRCD Statement Addressing the Evidence on Child Separation from Families: The science on separating children from their families is unambiguous: It is harmful to children?s development and long-term physical, mental, and emotional health. It disrupts a child?s sense of security, removes a child?s strongest source of comfort, and causes harm to a child?s well-being. The evidence underscores the importance of prioritizing keeping children secure with their families. On Tue, Jun 19, 2018 at 11:20 PM, David Preiss wrote: > > Dear colleagues, > > This may open a constructive dialogue here on the always complex relation > between policy, politics, science and human rights. > > DP > > Statement of Laura L. Namy, Executive Director, Society for Research in > Child Development on U.S. Policy of Separating Immigrant Children from > their Families at the Border > > https://www.srcd.org/sites/default/files/documents/ > statement_from_laura_l_namy_child_separation_2.pdf > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/9ab5a33a/attachment-0001.html ------------------------------ Message: 10 Date: Wed, 20 Jun 2018 07:30:06 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement To: "eXtended Mind, Culture, Activity" Message-ID: <1529479810081.87900@iped.uio.no> Content-Type: text/plain; charset="iso-8859-1" Thanks for sharing this, David. Many of us are deeply concerned and sad with the barbarity and inhumanity that the people in the US borders and lands are suffering because of current US policies with immigration, not to mention the recent withdrawall from UN's Human Rights Council. But yes, I totally agree that this opens wide room for discussing the always complex relation between science and politics. Personally, I totally support the writing of a scientific repport showing the "evidence" of the inhumanity of separating young children from their parents. But I am very unsure about the adequacy of a supposedly non-partisan position of using "scientific" evidence as a sort of blank sheet upon which to draw political opinions and choices, specially when the "science" concerns basic human rights of and for evelopment and well-being that any other species *knows* without uncertainty, with tenacious and irrevocable objectivity. Is the work of documenting the *need* and *right* of children to remain together with their parents really about "objectivity"? Or put another way, what type of science is that which cannot tell whether separating children from parents/caregivers is *bad* and *not right*? After all, the SCRD's statement seems quite unambigous with regard to what has "importance" and should be "prioritized". A can of worms. Surely many here that have a much more articulated position about this. I am very curious about what the views on this are. With five IPCC reports out there and seeing the little progress made on Climate Change issues, this debate, though old, is far from exhausted, I am afraid. Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of David Preiss Sent: 20 June 2018 05:25 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement PS. The twitter account of SRCD then disseminated related evidence and posted a new statement: https://mobile.twitter.com/SRCDtweets SRCD Statement Addressing the Evidence on Child Separation from Families: The science on separating children from their families is unambiguous: It is harmful to children's development and long-term physical, mental, and emotional health. It disrupts a child's sense of security, removes a child's strongest source of comfort, and causes harm to a child's well-being. The evidence underscores the importance of prioritizing keeping children secure with their families. On Tue, Jun 19, 2018 at 11:20 PM, David Preiss > wrote: Dear colleagues, This may open a constructive dialogue here on the always complex relation between policy, politics, science and human rights. DP Statement of Laura L. Namy, Executive Director, Society for Research in Child Development on U.S. Policy of Separating Immigrant Children from their Families at the Border https://www.srcd.org/sites/default/files/documents/statement_from_laura_l_namy_child_separation_2.pdf -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/8bc081e5/attachment-0001.html ------------------------------ Message: 11 Date: Wed, 20 Jun 2018 11:19:10 -0400 From: David Preiss Subject: [Xmca-l] Re: cultural constructions of childhood? To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" What about the works of the late William Kessen? (Sorry if I am repeating something mentioned above, just coming back to XMCA after a long hiatus) On Thu, Jun 7, 2018 at 12:07 AM, Greg Thompson wrote: > and a few more on the anthropology front (in case you are still > interested): > > Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb > and De Loache have a new *A World of Babies* edition out. > > ?And ? > Elise Berman > ? has a book coming out at the end of January that does some good > theorizing of "age", including "childhood". The title of her book is: > *Talking Like Children: Language and the Production of Age in the Marshall > Islands.* Oxford University Press > > > On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > wrote: > >> Hopefully not too late, David Lancy's The Anthropology of Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of childhoods across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ& >> oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+ >> childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v= >> onepage&q=anthropology%20and%20the%20construction%20of%20chi >> ldhood&f=false >> >> And I came across this more accessible book while searching for the Kett >> and thought it might be useful (I haven't read it and so can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ& >> oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4& >> sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett% >> 20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> wrote: >> >>> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >>> perfect for this course. Now I have lots of reading to do! >>> >>> >>> If a database of collected works becomes available, I'd be happy to post >>> the syllabus. It's for an undergrad seminar course. >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Alfredo Jornet Gil >>> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>> >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> >>> That was a great list of recommendations you got, Katie, I am glad. >>> >>> >>> Things are going slower than anticipated, but hopefully we will sooner >>> than later have a web platform for collecting this type of resources, such >>> as course syllabus, etc. in one place, so that next time someone looks for >>> the same, they can find it immediately. Right now, is still possible to do >>> searches using keywords in xmca: http://lchc.ucsd.edu/MCA >>> /Mail/index.html but we are hoping this will be very much improved. ? >>> >>> Cheers, >>> >>> Alfredo >>> >>> >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Martin Packer >>> *Sent:* 05 June 2018 22:12 >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Some resources here too: >>> >>> >>> >>> Martin >>> >>> >>> >>> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> wrote: >>> >>> Yes, very helpful suggestions, and thank you! Potential article >>> suggestions also welcome... :) >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Jonathan Tudge >>> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Hi, Katie, >>> >>> Here's another one that you might find interesting. >>> >>> I, personally, think it's brilliant. >>> >>> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >>> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >>> 8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+ >>> class+and+child+rearing >>> >>> Cheers, >>> >>> Jon >>> >>> >>> ~~~~~~~~~~~ >>> >>> Jonathan Tudge >>> >>> Professor >>> Office: 155 Stone >>> >>> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >>> >>> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >>> gratitude in children and adolescents >>> , >>> Cambridge, UK: Cambridge University Press >>> >>> My web site:http://www.uncg.edu/hdf/faculty/tudge >>> >>> Mailing address: >>> 248 Stone Building >>> Department of Human Development and Family Studies >>> PO Box 26170 >>> The University of North Carolina at Greensboro >>> Greensboro, NC 27402-6170 >>> USA >>> >>> phone (336) 223-6181 >>> fax (336) 334-5076 >>> >>> >>> >>> >>> >>> >>> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> wrote: >>> >>> Katie, I believe that someone mentioned this? :) >>> >>> >> ural-Perspective/dp/1473993377> >>> >>> Martin >>> >>> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >>> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >>> partner does not understand anything in the matter, and I end usually with >>> the feeling that this also applies to myself? (Malinowski, 1930)* >>> >>> >>> >>> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> wrote: >>> >>> Hello xmca-ers, >>> >>> Long time reader, rare contributor with a question for a course I'll be >>> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >>> what else would you recommend in that vein? In the course, we will be >>> exploring multiple constructions of childhood across different cultures. >>> >>> Thanks for your help, >>> Katie >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> >>> >>> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/bab1ecec/attachment-0001.html ------------------------------ Message: 12 Date: Wed, 20 Jun 2018 11:21:48 -0400 From: David Preiss Subject: [Xmca-l] Re: FW: Fyi To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky wrote: > Another interesting paper by Rene and colleague on LSV's Jewish heritage, > something I've been fascinated by for several years (my grandparents were > Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad > had 2 brothers born there, he and a brother were born in New York). > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/ac473c3c/attachment-0001.html ------------------------------ Message: 13 Date: Wed, 20 Jun 2018 15:29:42 +0000 From: Engestr?m, Yrj? H M Subject: [Xmca-l] A new book, and a new translation To: "eXtended Mind, Culture, Activity" Message-ID: <5FAABD79-1B90-4E53-85CA-1BBFD71F4853@helsinki.fi> Content-Type: text/plain; charset="utf-8" Dear colleagues, in the next few weeks, Cambridge University Press is publishing my new book, Expertise in Transition: Expansive Learning in Medical Work, announced below. [cid:122dd566-cece-4866-9346-401d57f497fa@eurprd07.prod.outlook.com] My previous book, Studies in Expansive Learning: Learning What Is Not Yet There, also published by Cambridge University Press (2016), has just been published in Japanese by the publishing house Shin-yo-sha in Tokyo (see the book cover below). The translation of the book was led by Professor Katsuhiro Yamazumi from Kansai University in Osaka. I wish you all a relaxing and productive summer! Yrj? Engestr?m [cid:63ef63bf-e15e-4d6d-b194-8c76c329aa68@eurprd07.prod.outlook.com] -------------- next part -------------- An HTML attachment was scrubbed... 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This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/da6b6873/attachment.html From julie.waddington@udg.edu Thu Jun 21 02:50:19 2018 From: julie.waddington@udg.edu (JULIE WADDINGTON) Date: Thu, 21 Jun 2018 11:50:19 +0200 (CEST) Subject: [Xmca-l] Re: xmca-l Digest, Vol 59, Issue 3: respons to Andy and Alfredo's comments on restating funds of identity In-Reply-To: References: Message-ID: <53323.83.37.215.113.1529574619.squirrel@montseny.udg.edu> Hi everyone, I signed up to this mail list yesterday (thanks for the link Mois?s) and will therefore only be able to pick up on fragments of what looks like a fascinating debate. A couple of points have grabbed my attention which I'll mention very briefly: Referring back to the Question posited (I think) by Mois?s: 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? I understand that this question refers back to Adam's consideration of "existential funds of identity" which aims to capture the ambivalence of the light and dark; with the latter including aspects such as "peer pressure, physical appearance, alienation", etc. My (very brief) answer to the question would be that the "existential" should indeed lead to a "re-theorization of funds of identity" and cannot simply be added on as another category. Before saying why, I think it might be worth reconsidering if the dark aspects given as examples (peer pressure, physical appearance) can actually be categorised as "existential" and are not, in fact, very much socially/culturally situated. What do we mean, then, by "existential"? From whichever angle we look at it, something key here is the 'acknowledgement' or hinting towards something beyond the cultural; something out of reach of everyday awareness; something inaccessible/non-systematisable ("phenomenological inquiry can never yield indubitable knowledge" as Merleau-Ponty argues). This brings us to the question of "catharsis"... Catharsis has been interpreted, or reduced, more and more in recent years to an idea of "healing": audience watches traumatic scenes which play out their own fears/anxieties and the experience somehow purges them of these fears. The effect of such a 'positivist' approach is that it excludes/conceals the rich interpretations of catharsis that might help bring us back to the question of the existential. Authors such as Nietzsche (The Birth of Tragedy and Other Writings), Martha Nussbaum (The Fragility of Goodness) offer readings of tragedy/catharsis that point more towards 'illumination' than healing. Illumination of what? - what is not accessible to the everyday attitude - the necessary interplay between negative/positive; creation/destruction (whereby aiming to overcome the negative = denying life... this is very complicated and does not just mean accepting the negative!!!) While I understand entirely* the desire to "bring together both the positive and negative experiences" and to "harness the negative" in an educational context, I also think there are some really important questions here related to the knowable/not-knowable; accessible/not-accessible; systematisable/not-systematisable. * I forgot to introduce myself! I now work in the Faculty of Education & Psychology at the University of Girona but I previously worked in Literary Criticism and tortured myself for many years with these questions (PhD titled 'The Legacy of Tragedy in Sarah Kane: Approaching Posthumanist Identities'). I sometimes wonder about the link (or lack of link) between my previous research and current, more pedagogically-oriented work. The questions raised in this debate have made me realise that the link is stronger than I ever thought! Julie > I?d just like to briefly respond to Andy?s and Alfredo?s comments about > the article. They have really helped to bring into focus certain aspects > of the paper (catharsis/transformation) that we will certainly return to > in future work. > > Andy: > > Think of the origin of the idea of "catharsis." Originally >> it referred to the experience of an audience watching a >> Greek drama - their own emotions are played out in front of >> them. Later is referred to a medical method of "purging" an >> illness through vomiting, and it was adapted from there to >> refer to the talking cure, in which the patient externalised >> their problem with the help of the therapist. From >> psychotherapy it entered popular culture as an image of >> someone experiencing a traumatic personal transformation, I >> think. >> >> >> You may be quite right in terms of phases, Adam, but I think >> "reflection" and "catharsis" are closely tied together. I >> talked a lot about catharsis being to do with "processing" >> an experience, overcoming it, integrating it into one's >> personality, which does indeed sound like something very >> different from "catharsis" as I've just described it. >> >> >> It's up to you guys who are doing the qualitative research >> to figure it out though. >> >> >> Andy >> > > My response > > Thanks for your response to my explanation about catharsis. I plan on > replicating the methodology in a future study, so it will be interesting > to see what the data reveals about reflection and catharsis. For sure, the > next study will need to engage with the many ?lives? of catharsis, as it > is somewhat ambiguous in nature and therefore needs to be addressed. > > I think an interesting idea to come out of this dialogue is the > dialectical relationship between theory and method. Theory is applied, but > in applying the theory it is also transformed, and so on. > > > Alfredo > > Adam, this was a great introduction, not wordy at all; so thank you so > much! Like Andy, I also liked your article very much, particularly because > it offers a fresh look to an increasingly used concept, and for how it > repeatedly draws practical implications on how the notion may lead to > awareness of the grow and change opportunities that exist in re-working of > experience as we bring experiences to bear in new situations. Not a focus > on positive or the negative but on the transformational character. This is > just an appreciation, not a question, or a request; I am sure Moises will > bring several of those much more relevant. I am copying two quotations > from your article that speak to this transformational character, and, > felicitously, in a "fundamentally optimistic" orientation despite the > reference to possible negativity and crisis: > > > "Existential funds of identity are thus defined as positive and negative > experiences that students develop and appropriate to define themselves and > use to help them grow as human beings." > > > > "We consider the notion of existential funds of identity to be > fundamentally optimistic in its orientation toward the transformation of > critical moments through catharsis and integration with the personality." > > > My response > > Thanks for highlighting the two quotations. They really encapsulate what > existential funds of identity is all about: the fact that it is designed > to facilitate transformation as a result of working over a critical > episode. It is important to keep in mind that negative experiences, for > us, can only be productive in identity and pedagogy work if they are > orientated towards a positive outcome ? reaffirming identities or building > connections between home and school. To simply draw upon negative > experiences for the sake of it would most likely lead to the reinforcement > of deficit discourses. The act of valorising, recognising the complex and > ambivalent lifeworlds which many students inhabit, is one such way to > orientate negative experiences towards a positive outcome. Moreover, > allowing those lifeworlds to be expressed in the classroom is also another > positive outcome, as is creating space in the busy curriculum (which in > our context is typified by regimes of assessment) for students to draw > upon their out-of-school lives. Sometimes, I feel that I have to demolish > curriculum and assessment in order to make space! What connects them all > is the potential for pedagogical and psychological transformation. > > > > > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of xmca-l-request@mailman.ucsd.edu > > Sent: 20 June 2018 23:31 > To: xmca-l@mailman.ucsd.edu > Subject: xmca-l Digest, Vol 59, Issue 3 > > Send xmca-l mailing list submissions to > xmca-l@mailman.ucsd.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > or, via email, send a message with subject or body 'help' to > xmca-l-request@mailman.ucsd.edu > > You can reach the person managing the list at > xmca-l-owner@mailman.ucsd.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of xmca-l digest..." > > > Today's Topics: > > 1. Re: Resituating Funds of Identity (Andy Blunden) > 2. Resituating funds of identity within contemporary > interpretations of perezhivanie - discussion (Adam Poole (16517826)) > 3. Re: Resituating funds of identity within contemporary > interpretations of perezhivanie - discussion (Alfredo Jornet Gil) > 4. Re: Resituating Funds of Identity (Adam Poole (16517826)) > 5. Re: Resituating Funds of Identity (Andy Blunden) > 6. Re: Resituating Funds of Identity (MOISES ESTEBAN-GUITART) > 7. Re-situating funds of identity within contemporary > interpretations of perezhivanie (Adam Poole (16517826)) > 8. SCRD and U.S. immigration policy statement (David Preiss) > 9. Re: SCRD and U.S. immigration policy statement (David Preiss) > 10. Re: SCRD and U.S. immigration policy statement > (Alfredo Jornet Gil) > 11. Re: cultural constructions of childhood? (David Preiss) > 12. Re: FW: Fyi (David Preiss) > 13. A new book, and a new translation (Engestr?m) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Sat, 16 Jun 2018 00:52:58 +1000 > From: Andy Blunden > Subject: [Xmca-l] Re: Resituating Funds of Identity > To: xmca-l@mailman.ucsd.edu > Message-ID: <660ed874-3e57-f6a1-bab4-d9de57b893f6@marxists.org> > Content-Type: text/plain; charset="utf-8" > > I really liked this paper. I would like to make a brief > response on the following passage which cites my own work: > > "Accordingly, Blunden distinguished three main units or > phases in his account of /perezhivanie/, > which, according to our data, occur in the following > order: critical episode, reflection, catharsis > and integration. That said, it has to be stressed that > this movement may not be linear or occur in the > order that we here present. We define the three phases > of a /perezhivanie/ as follows: > ? Critical episode: a traumatic experience or a > life-changing episode in one?s life that leads to a > blockage in psychological development. > ? Reflection: the process of becoming conscious of, > reflecting on, and talking about the critical > episode with a significant other, such as a teacher or a > parent. > ? Catharsis and integration: the processing or working > over of a critical episode in order to > assimilate it into the personality." > > The summary is a good one. As to the interpretation in dot > point, I would make the following observations: > > * The critical episode may be an /unblocking/. I often > reflect on an important /perezhivanie /in my life in > which a protracted negative experience of which I was > hardly conscious, I broke through in one critical > episode only seconds in duration which was utterly > exhilarating, and as it happened the world changed > around me and I became new person, in my own and others' > eyes. > * Reflection is an integral part of catharsis I think. I > don't know how I would express this in terms of > "phases." I really see it as a two-phase process, though > on reflection just now, I have realised that there was a > gradual phase preceding the critical episode which I had > not thought about before. I grant that there are > internal "meditative" processes as well as changes in > social interaction. So the distinction between the > internal and external processes is valid, but I don't > think they can be separated in 'phases'. > > While I agree that a dichotomy between positive and negative > experiences is questionable, the distinction is needed. The > positive episode is developmental only because of the > preceding negative experience preceding it. > > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: >> >> Dear all, >> >> >> it's been a quiet period here in xmca lately, partly, ?I >> am afraid, due to my failure to initiate or follow up the >> otherwis?e many and insightful conversations that >> characterise the list during this end of semester. But I >> am back with an invitation that I hope you will find >> interesting and, hopefully, worth participating in. >> >> >> I am attaching an article included in our Issue 2, for >> discussion here at xmca, but in a slightly new format. >> >> >> The article is entitled ??/Resituating Funds of Identity >> Within Contemporary Interpretations of Perezhivanie, ?/by >> Adam Poole and Jingyi >> Huang. Extending conceptualisations of funds of knowledge >> and funds of identity by means of drawing a connection >> with the concept perezhivanie, the authors present the >> idea of *existential* funds of identity. What makes >> interesting this latter concept is that, by contrast to a >> most frequent sole focus on positive community resources >> as constituting those funds of knowledge/activity, Poole >> and Huang propose exploring how not only positive, but >> also negative, life-changing experiences may become a >> potential resource for individual/collective activity. >> >> >> Usually, we invite the author to discuss with us her/his >> article. This time, we have also invited a discussant with >> extensive experience in the field of funds of knowledge. >> Thus, Adam Poole, as first author of the study, will be >> with us, sharing his views, motives, and challenges in >> developing the study. As discussant, we will have Moises >> Esteban-Guitart, who has kindly agreed to initiate the >> discussion and engage in what promises to be an exciting >> and constructive dialogue. They will be joining us soon, >> and we have also identified a list of scholars interested >> in similar issues that may be chiming in as we move on. In >> the meantime, I hope that many of you will get the chance >> to have a look at this interesting article and find it >> worth discussing. And of course, as always, everyone is >> welcome to contribute to the discussion. >> >> >> Looking forward to an engaging discussion, >> >> Alfredo >> >> >> >> >> > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/26017330/attachment-0001.html > > ------------------------------ > > Message: 2 > Date: Sat, 16 Jun 2018 08:32:43 +0000 > From: "Adam Poole (16517826)" > Subject: [Xmca-l] Resituating funds of identity within contemporary > interpretations of perezhivanie - discussion > To: "xmca-l@mailman.ucsd.edu" > Message-ID: > > > Content-Type: text/plain; charset="iso-8859-1" > > Hi all, > > I'd thought I'd get the ball rolling on discussion of my article > 'Resituating Funds of Identity Within Contemporary Interpretations of > Perezhivanie' by just offering a brief introduction of myself and the > inspiration for writing the article. I'd like to thank Alfredo for > introducing it to you all and giving me the chance to discuss it in the > form of an email dialogue - a first for me. > > So, my name is Adam Poole and I am a practitioner-researcher based in > Shanghai, China. I'm currently an International Baccalaureate (IB) teacher > in an international school called YK Pao, and am in the final stages of > completing my doctoral research into the construction of international > teacher identity. Once I have gained my doctorate, I hope to become more > engaged in academic research. My co-author, who is sadly not available for > this dialogue, also teaches IB and is working on a master's degree. At the > time of the paper's composition, we were both teaching in the same school. > I have since moved on to YK Pao. > > I became acquainted with the funds of knowledge concept through my > doctoral studies, and this lead me to the work of Moises Esteban-Guitart > and his related approach, funds of identity. I had conducted some > empirical research into my own students' funds of identity, which gave > birth to a paper ('I want to be a furious leopard') and the notion of > existential funds of identity. In contrast to the majority of funds of > identity studies that focused on 'light or positive experiences, my > findings included more problematic experiences, such as peer pressure, > physical appearance, and alienation. I labelled these 'existential funds > of identity' as to me they seemed to represent an ambivalent form of funds > of identity - both light and dark. > > This lead me to wanting to propose extending the concept of funds of > identity in order to encompass both 'light' and 'dark' funds of identity. > Then I came across a Symposium edition of Mind, Culture and Activity on > Perezhivanie. On reading the articles, particularly Andy Bluden's and > Gonzalez Rey's, I had something of a 'light bulb' moment: the notion of a > perezhivanie as a working over of a critical episode could be incorporated > into the funds of identity concept in order to bring together both > positive and negative experiences. The idea is that negative experiences > can be harnessed positively by teachers if they are used to advance > students' pedagogical or psychological development. Moreover, exploring > both negative and positive experiences can also help the teacher to see > the student as a complete human being and to engage with their lived > experience rather than the teacher imposing their own lived experience > (and deficit thinking) on the student. In so doing, teachers might also > undergo a transformational experience by working through their own deficit > thinking about minoritised learners. > > That is the context of the article. I apologise if this introduction is a > little wordy. I believe Moises will pick up the dialogue by commenting on > an aspect of the paper for further discussion. However, if any one would > like to engage with the article please feel free to get stuck in. > > Cheers, > > Adam > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of xmca-l-request@mailman.ucsd.edu > > Sent: 15 June 2018 14:50 > To: xmca-l@mailman.ucsd.edu > Subject: xmca-l Digest, Vol 59, Issue 2 > > Send xmca-l mailing list submissions to > xmca-l@mailman.ucsd.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > or, via email, send a message with subject or body 'help' to > xmca-l-request@mailman.ucsd.edu > > You can reach the person managing the list at > xmca-l-owner@mailman.ucsd.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of xmca-l digest..." > > > Today's Topics: > > 1. Re: cultural constructions of childhood? (Katherine Wester Neal) > 2. Re: cultural constructions of childhood? (Greg Thompson) > 3. Re: cultural constructions of childhood? (Greg Thompson) > 4. Necessities and Necessariness (David Kellogg) > 5. Re: Necessities and Necessariness (Andy Blunden) > 6. Resituating Funds of Identity (Alfredo Jornet Gil) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 6 Jun 2018 01:13:52 +0000 > From: Katherine Wester Neal > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect > for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of Alfredo Jornet Gil > Sent: Tuesday, June 5, 2018 5:00:34 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html > but we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of Martin Packer > Sent: 05 June 2018 22:12 > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > > wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ________________________________ > From: > xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Jonathan Tudge > > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and > adolescents, > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > > wrote: > Katie, I believe that someone mentioned this? :) > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930) > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > > wrote: > > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's Cultural Nature of Human Development, what > else would you recommend in that vein? In the course, we will be exploring > multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html > > ------------------------------ > > Message: 2 > Date: Wed, 6 Jun 2018 13:22:31 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, >> such >> as course syllabus, etc. in one place, so that next time someone looks >> for >> the same, they can find it immediately. Right now, is still possible to >> do >> searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children- >> Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= >> 1528222902&sr=8-1&keywords=everyday+lives+of+young+ >> children%3A+culture%2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually >> with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html > > ------------------------------ > > Message: 3 > Date: Thu, 7 Jun 2018 13:07:41 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > and a few more on the anthropology front (in case you are still > interested): > > Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb > and De Loache have a new *A World of Babies* edition out. > > ?And ? > Elise Berman > ? has a book coming out at the end of January that does some good > theorizing of "age", including "childhood". The title of her book is: > *Talking Like Children: Language and the Production of Age in the Marshall > Islands.* Oxford University Press > > > On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > wrote: > >> Hopefully not too late, David Lancy's The Anthropology of Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of childhoods >> across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_ >> EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ >> construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ >> 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% >> 20the%20construction%20of%20childhood&f=false >> >> And I came across this more accessible book while searching for the Kett >> and thought it might be useful (I haven't read it and so can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id= >> A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= >> EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= >> onepage&q=kett%20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> wrote: >> >>> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >>> perfect for this course. Now I have lots of reading to do! >>> >>> >>> If a database of collected works becomes available, I'd be happy to >>> post >>> the syllabus. It's for an undergrad seminar course. >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Alfredo Jornet Gil >>> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>> >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> >>> That was a great list of recommendations you got, Katie, I am glad. >>> >>> >>> Things are going slower than anticipated, but hopefully we will sooner >>> than later have a web platform for collecting this type of resources, >>> such >>> as course syllabus, etc. in one place, so that next time someone looks >>> for >>> the same, they can find it immediately. Right now, is still possible to >>> do >>> searches using keywords in xmca: >>> http://lchc.ucsd.edu/MCA/Mail/index.html but >>> we are hoping this will be very much improved. ? >>> >>> Cheers, >>> >>> Alfredo >>> >>> >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Martin Packer >>> *Sent:* 05 June 2018 22:12 >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Some resources here too: >>> >>> >>> >>> Martin >>> >>> >>> >>> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> wrote: >>> >>> Yes, very helpful suggestions, and thank you! Potential article >>> suggestions also welcome... :) >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Jonathan Tudge >>> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Hi, Katie, >>> >>> Here's another one that you might find interesting. >>> >>> I, personally, think it's brilliant. >>> >>> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >>> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >>> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >>> 2C+class+and+child+rearing >>> >>> Cheers, >>> >>> Jon >>> >>> >>> ~~~~~~~~~~~ >>> >>> Jonathan Tudge >>> >>> Professor >>> Office: 155 Stone >>> >>> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >>> >>> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >>> gratitude in children and adolescents >>> , >>> Cambridge, UK: Cambridge University Press >>> >>> My web site:http://www.uncg.edu/hdf/faculty/tudge >>> >>> Mailing address: >>> 248 Stone Building >>> Department of Human Development and Family Studies >>> PO Box 26170 >>> The University of North Carolina at Greensboro >>> Greensboro, NC 27402-6170 >>> USA >>> >>> phone (336) 223-6181 >>> fax (336) 334-5076 >>> >>> >>> >>> >>> >>> >>> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> wrote: >>> >>> Katie, I believe that someone mentioned this? :) >>> >>> >> ural-Perspective/dp/1473993377> >>> >>> Martin >>> >>> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >>> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >>> partner does not understand anything in the matter, and I end usually >>> with >>> the feeling that this also applies to myself? (Malinowski, 1930)* >>> >>> >>> >>> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> wrote: >>> >>> Hello xmca-ers, >>> >>> Long time reader, rare contributor with a question for a course I'll be >>> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >>> what else would you recommend in that vein? In the course, we will be >>> exploring multiple constructions of childhood across different >>> cultures. >>> >>> Thanks for your help, >>> Katie >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> >>> >>> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html > > ------------------------------ > > Message: 4 > Date: Sat, 9 Jun 2018 07:00:06 +0900 > From: David Kellogg > Subject: [Xmca-l] Necessities and Necessariness > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Andy has an amazing on-line discussion, going back almost exactly two > decades, on "Freedom as the Recognition of Necessity", which was Engels's > exaptation of a Heglian formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the recognition of > necessity in Hegel and Spinoza is a kind of philosophical resignation to > one's fate, but in Marx and Vygotsky it is a kind of active realization of > one's own labor and hence one's own selfhood in the transformation of the > environment. > > The Soviet model of Marxism is a negation of both of these. On the one > hand, externalization is active in nature, because it really involves > turning the tables on the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room for "one's own > labor" and still less for "one's own selfhood": "One" is not a > statistically significant, hence not a necessary, number. > > I think one way to reconcile this view with Andy's view is to make a > distinction between externalization as the recognition of the > necessariness > of necessities, and externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be two distinct > processes, belonging to two different stages of development (and to the > deveopment of tools on the one hand and signs on the other). But perhaps > "seem" is the word I should be stressing. > > (In the article linked below, which I did with my wife, there is this four > year old girl who is trying to learn the times tables. She keeps getting > stuck: Why can't you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for nothing: Your > presumed necessariness is not as important as instrumental necessity. And > of course at one stage of development that is true; but "sustainable > development" is everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in *Early Years*, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and > maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html > > ------------------------------ > > Message: 5 > Date: Sat, 9 Jun 2018 12:00:59 +1000 > From: Andy Blunden > Subject: [Xmca-l] Re: Necessities and Necessariness > To: xmca-l@mailman.ucsd.edu > Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> > Content-Type: text/plain; charset="utf-8" > > David, > > The text you have discovered is indeed 20 years old. At that > time I knew nothing about Hegel, and nor could I find anyone > to learn from, and there were very few philosophical texts > available on the nascent internet. So I started copy-typing > Hegel texts on to my web site and encouraging people to > discuss them. This was my own do-it-yourself university. And > I have preserved this old discussion in case they are of use > to others. > > Now, the text you discovered is written *all* by my old > friend Davie MacLean, who was in those days a big fan of > Heidegger but an avid student of all philosophy. The first > part is addressed to me and the second part copied from a > letter from Davie to Cyril Smith, my star participant in > that discussion. Davie and I were both enthralled with > Cyril's new book, "Marx at the Millennium" and Cyril's > participation was an attractor for people to join in the > discussion. > > Here are some messages from Cyril to give you context: > https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm > > Much as I enjoyed my debates with Davie, I did not emerge > from them as a fan of Heidegger. During the past 6 months I > have been spending a lot of time studying Hegel's Philosophy > of Right. I certainly do not see the question, and nor did > Hegel, in terms of "reconciliation to one's fate," which is > indeed much closer to Spinoza's view. > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 9/06/2018 8:00 AM, David Kellogg wrote: >> Andy has an amazing on-line discussion, going back almost >> exactly two decades, on "Freedom as the Recognition of >> Necessity", which was Engels's exaptation of a Heglian >> formulation (which in turn comes from Spinoza. >> >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> >> As I understand it, Andy is arguing that freedom as the >> recognition of necessity in Hegel and Spinoza is a kind of >> philosophical resignation to one's fate, but in Marx and >> Vygotsky it is a kind of active realization of one's own >> labor and hence one's own selfhood in the transformation >> of the environment. >> >> The Soviet model of Marxism is a negation of both of >> these. On the one hand, externalization is active in >> nature, because it really involves turning the tables on >> the environment and forcing it to adapt to human >> necessities. And on the other hand it has very little room >> for "one's own labor" and still less for "one's own >> selfhood": "One" is not a statistically significant, hence >> not a necessary, number. >> >> I think one way to reconcile this view with Andy's view is >> to make a distinction between externalization as the >> recognition of the necessariness of necessities, and >> externalization as the recognition of both one's own >> necessariness and that of others. These seem to me to be >> two distinct processes, belonging to two different stages >> of development (and to the deveopment of tools on the one >> hand and signs on the other). But perhaps "seem" is the >> word I should be stressing. >> >> (In the article linked below, which I did with my >> wife, there is this four year old girl who is trying to >> learn the times tables. She keeps getting stuck: Why can't >> you just put three and five together and get thirty five? >> Her grandmother is old school: your solution counts for >> nothing: Your presumed necessariness is not as important >> as instrumental necessity. And of course at one stage of >> development that is true; but "sustainable development" is >> everywhere and always a contradiction in terms: no >> development can ever sustain itself against itself.) >> >> David Kellogg >> Sangmyung University >> >> New in /Early Years/, co-authored with Fang Li: >> >> When three fives are thirty-five: Vygotsky in a Hallidayan >> idiom ? and maths in the grandmother tongue >> >> Some free e-prints available at: >> >> https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> >> > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html > > ------------------------------ > > Message: 6 > Date: Fri, 15 Jun 2018 06:48:18 +0000 > From: Alfredo Jornet Gil > Subject: [Xmca-l] Resituating Funds of Identity > To: "eXtended Mind, Culture, Activity" > Message-ID: <1529045297954.74297@iped.uio.no> > Content-Type: text/plain; charset="iso-8859-1" > > Dear all, > > > it's been a quiet period here in xmca lately, partly, ?I am afraid, due to > my failure to initiate or follow up the otherwis?e many and insightful > conversations that characterise the list during this end of semester. But > I am back with an invitation that I hope you will find interesting and, > hopefully, worth participating in. > > > I am attaching an article included in our Issue 2, for discussion here at > xmca, but in a slightly new format. > > > The article is entitled ??Resituating Funds of Identity Within > Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi > Huang. Extending conceptualisations of funds of knowledge and funds of > identity by means of drawing a connection with the concept perezhivanie, > the authors present the idea of *existential* funds of identity. What > makes interesting this latter concept is that, by contrast to a most > frequent sole focus on positive community resources as constituting those > funds of knowledge/activity, Poole and Huang propose exploring how not > only positive, but also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > > Usually, we invite the author to discuss with us her/his article. This > time, we have also invited a discussant with extensive experience in the > field of funds of knowledge. Thus, Adam Poole, as first author of the > study, will be with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises Esteban-Guitart, > who has kindly agreed to initiate the discussion and engage in what > promises to be an exciting and constructive dialogue. They will be joining > us soon, and we have also identified a list of scholars interested in > similar issues that may be chiming in as we move on. In the meantime, I > hope that many of you will get the chance to have a look at this > interesting article and find it worth discussing. And of course, as > always, everyone is welcome to contribute to the discussion. > > > Looking forward to an engaging discussion, > > Alfredo > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Resituating Funds of Identity Within Contemporary Interpretations of > Perezhivanie.pdf > Type: application/pdf > Size: 1584180 bytes > Desc: Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie.pdf > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf > > ------------------------------ > > _______________________________________________ > xmca-l mailing list > xmca-l@mailman.ucsd.edu > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > > End of xmca-l Digest, Vol 59, Issue 2 > ************************************* > This message and any attachment are intended solely for the addressee and > may contain confidential information. If you have received this message in > error, please send it back to me, and immediately delete it. Please do not > use, copy or disclose the information contained in this message or in any > attachment. Any views or opinions expressed by the author of this email do > not necessarily reflect the views of The University of Nottingham Ningbo > China. This message has been checked for viruses but the contents of an > attachment may still contain software viruses which could damage your > computer system: you are advised to perform your own checks. Email > communications with The University of Nottingham Ningbo China may be > monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/15972da2/attachment-0001.html > > ------------------------------ > > Message: 3 > Date: Sat, 16 Jun 2018 21:41:06 +0000 > From: Alfredo Jornet Gil > Subject: [Xmca-l] Re: Resituating funds of identity within > contemporary interpretations of perezhivanie - discussion > To: "xmca-l@mailman.ucsd.edu" > Message-ID: <1529185266246.225@iped.uio.no> > Content-Type: text/plain; charset="utf-8" > > ?Adam, this was a great introduction, not wordy at all; so thank you so > much! Like Andy, I also liked your article very much, particularly because > it offers a fresh look to an increasingly used concept, and for how it > repeatedly draws practical implications on how the notion may lead to > awareness of the grow and change opportunities that exist in re-working of > experience as we bring experiences to bear in new situations. Not a focus > on positive or the negative but on the transformational character. This is > just an appreciation, not a question, or a request; I am sure Moises will > bring several of those much more relevant. I am copying two quotations > from your article that speak to this transformational character, and, > felicitously, in a "fundamentally optimistic" orientation despite the > reference to possible negativity and crisis: > > > "Existential funds of identity are thus defined as positive and negative > experiences that students develop and appropriate to define themselves and > use to help them grow as human beings." > > > > "We consider the notion of existential funds of identity to be > fundamentally optimistic in its orientation toward the transformation of > critical moments through catharsis and integration with the personality." > > > Alfredo > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of Adam Poole (16517826) > Sent: 16 June 2018 10:32 > To: xmca-l@mailman.ucsd.edu > Subject: [Xmca-l] Resituating funds of identity within contemporary > interpretations of perezhivanie - discussion > > Hi all, > > I'd thought I'd get the ball rolling on discussion of my article > 'Resituating Funds of Identity Within Contemporary Interpretations of > Perezhivanie' by just offering a brief introduction of myself and the > inspiration for writing the article. I'd like to thank Alfredo for > introducing it to you all and giving me the chance to discuss it in the > form of an email dialogue - a first for me. > > So, my name is Adam Poole and I am a practitioner-researcher based in > Shanghai, China. I'm currently an International Baccalaureate (IB) teacher > in an international school called YK Pao, and am in the final stages of > completing my doctoral research into the construction of international > teacher identity. Once I have gained my doctorate, I hope to become more > engaged in academic research. My co-author, who is sadly not available for > this dialogue, also teaches IB and is working on a master's degree. At the > time of the paper's composition, we were both teaching in the same school. > I have since moved on to YK Pao. > > I became acquainted with the funds of knowledge concept through my > doctoral studies, and this lead me to the work of Moises Esteban-Guitart > and his related approach, funds of identity. I had conducted some > empirical research into my own students' funds of identity, which gave > birth to a paper ('I want to be a furious leopard') and the notion of > existential funds of identity. In contrast to the majority of funds of > identity studies that focused on 'light or positive experiences, my > findings included more problematic experiences, such as peer pressure, > physical appearance, and alienation. I labelled these 'existential funds > of identity' as to me they seemed to represent an ambivalent form of funds > of identity - both light and dark. > > This lead me to wanting to propose extending the concept of funds of > identity in order to encompass both 'light' and 'dark' funds of identity. > Then I came across a Symposium edition of Mind, Culture and Activity on > Perezhivanie. On reading the articles, particularly Andy Bluden's and > Gonzalez Rey's, I had something of a 'light bulb' moment: the notion of a > perezhivanie as a working over of a critical episode could be incorporated > into the funds of identity concept in order to bring together both > positive and negative experiences. The idea is that negative experiences > can be harnessed positively by teachers if they are used to advance > students' pedagogical or psychological development. Moreover, exploring > both negative and positive experiences can also help the teacher to see > the student as a complete human being and to engage with their lived > experience rather than the teacher imposing their own lived experience > (and deficit thinking) on the student. In so doing, teachers might also > undergo a transformational experience by working through their own deficit > thinking about minoritised learners. > > That is the context of the article. I apologise if this introduction is a > little wordy. I believe Moises will pick up the dialogue by commenting on > an aspect of the paper for further discussion. However, if any one would > like to engage with the article please feel free to get stuck in. > > Cheers, > > Adam > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of xmca-l-request@mailman.ucsd.edu > > Sent: 15 June 2018 14:50 > To: xmca-l@mailman.ucsd.edu > Subject: xmca-l Digest, Vol 59, Issue 2 > > Send xmca-l mailing list submissions to > xmca-l@mailman.ucsd.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > or, via email, send a message with subject or body 'help' to > xmca-l-request@mailman.ucsd.edu > > You can reach the person managing the list at > xmca-l-owner@mailman.ucsd.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of xmca-l digest..." > > > Today's Topics: > > 1. Re: cultural constructions of childhood? (Katherine Wester Neal) > 2. Re: cultural constructions of childhood? (Greg Thompson) > 3. Re: cultural constructions of childhood? (Greg Thompson) > 4. Necessities and Necessariness (David Kellogg) > 5. Re: Necessities and Necessariness (Andy Blunden) > 6. Resituating Funds of Identity (Alfredo Jornet Gil) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 6 Jun 2018 01:13:52 +0000 > From: Katherine Wester Neal > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect > for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of Alfredo Jornet Gil > Sent: Tuesday, June 5, 2018 5:00:34 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html > but we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of Martin Packer > Sent: 05 June 2018 22:12 > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > > wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ________________________________ > From: > xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Jonathan Tudge > > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and > adolescents, > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > > wrote: > Katie, I believe that someone mentioned this? :) > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930) > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > > wrote: > > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's Cultural Nature of Human Development, what > else would you recommend in that vein? In the course, we will be exploring > multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html > > ------------------------------ > > Message: 2 > Date: Wed, 6 Jun 2018 13:22:31 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, >> such >> as course syllabus, etc. in one place, so that next time someone looks >> for >> the same, they can find it immediately. Right now, is still possible to >> do >> searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children- >> Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= >> 1528222902&sr=8-1&keywords=everyday+lives+of+young+ >> children%3A+culture%2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually >> with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html > > ------------------------------ > > Message: 3 > Date: Thu, 7 Jun 2018 13:07:41 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > and a few more on the anthropology front (in case you are still > interested): > > Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb > and De Loache have a new *A World of Babies* edition out. > > ?And ? > Elise Berman > ? has a book coming out at the end of January that does some good > theorizing of "age", including "childhood". The title of her book is: > *Talking Like Children: Language and the Production of Age in the Marshall > Islands.* Oxford University Press > > > On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > wrote: > >> Hopefully not too late, David Lancy's The Anthropology of Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of childhoods >> across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_ >> EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ >> construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ >> 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% >> 20the%20construction%20of%20childhood&f=false >> >> And I came across this more accessible book while searching for the Kett >> and thought it might be useful (I haven't read it and so can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id= >> A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= >> EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= >> onepage&q=kett%20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> wrote: >> >>> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >>> perfect for this course. Now I have lots of reading to do! >>> >>> >>> If a database of collected works becomes available, I'd be happy to >>> post >>> the syllabus. It's for an undergrad seminar course. >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Alfredo Jornet Gil >>> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>> >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> >>> That was a great list of recommendations you got, Katie, I am glad. >>> >>> >>> Things are going slower than anticipated, but hopefully we will sooner >>> than later have a web platform for collecting this type of resources, >>> such >>> as course syllabus, etc. in one place, so that next time someone looks >>> for >>> the same, they can find it immediately. Right now, is still possible to >>> do >>> searches using keywords in xmca: >>> http://lchc.ucsd.edu/MCA/Mail/index.html but >>> we are hoping this will be very much improved. ? >>> >>> Cheers, >>> >>> Alfredo >>> >>> >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Martin Packer >>> *Sent:* 05 June 2018 22:12 >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Some resources here too: >>> >>> >>> >>> Martin >>> >>> >>> >>> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> wrote: >>> >>> Yes, very helpful suggestions, and thank you! Potential article >>> suggestions also welcome... :) >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Jonathan Tudge >>> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Hi, Katie, >>> >>> Here's another one that you might find interesting. >>> >>> I, personally, think it's brilliant. >>> >>> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >>> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >>> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >>> 2C+class+and+child+rearing >>> >>> Cheers, >>> >>> Jon >>> >>> >>> ~~~~~~~~~~~ >>> >>> Jonathan Tudge >>> >>> Professor >>> Office: 155 Stone >>> >>> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >>> >>> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >>> gratitude in children and adolescents >>> , >>> Cambridge, UK: Cambridge University Press >>> >>> My web site:http://www.uncg.edu/hdf/faculty/tudge >>> >>> Mailing address: >>> 248 Stone Building >>> Department of Human Development and Family Studies >>> PO Box 26170 >>> The University of North Carolina at Greensboro >>> Greensboro, NC 27402-6170 >>> USA >>> >>> phone (336) 223-6181 >>> fax (336) 334-5076 >>> >>> >>> >>> >>> >>> >>> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> wrote: >>> >>> Katie, I believe that someone mentioned this? :) >>> >>> >> ural-Perspective/dp/1473993377> >>> >>> Martin >>> >>> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >>> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >>> partner does not understand anything in the matter, and I end usually >>> with >>> the feeling that this also applies to myself? (Malinowski, 1930)* >>> >>> >>> >>> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> wrote: >>> >>> Hello xmca-ers, >>> >>> Long time reader, rare contributor with a question for a course I'll be >>> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >>> what else would you recommend in that vein? In the course, we will be >>> exploring multiple constructions of childhood across different >>> cultures. >>> >>> Thanks for your help, >>> Katie >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> >>> >>> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html > > ------------------------------ > > Message: 4 > Date: Sat, 9 Jun 2018 07:00:06 +0900 > From: David Kellogg > Subject: [Xmca-l] Necessities and Necessariness > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Andy has an amazing on-line discussion, going back almost exactly two > decades, on "Freedom as the Recognition of Necessity", which was Engels's > exaptation of a Heglian formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the recognition of > necessity in Hegel and Spinoza is a kind of philosophical resignation to > one's fate, but in Marx and Vygotsky it is a kind of active realization of > one's own labor and hence one's own selfhood in the transformation of the > environment. > > The Soviet model of Marxism is a negation of both of these. On the one > hand, externalization is active in nature, because it really involves > turning the tables on the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room for "one's own > labor" and still less for "one's own selfhood": "One" is not a > statistically significant, hence not a necessary, number. > > I think one way to reconcile this view with Andy's view is to make a > distinction between externalization as the recognition of the > necessariness > of necessities, and externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be two distinct > processes, belonging to two different stages of development (and to the > deveopment of tools on the one hand and signs on the other). But perhaps > "seem" is the word I should be stressing. > > (In the article linked below, which I did with my wife, there is this four > year old girl who is trying to learn the times tables. She keeps getting > stuck: Why can't you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for nothing: Your > presumed necessariness is not as important as instrumental necessity. And > of course at one stage of development that is true; but "sustainable > development" is everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in *Early Years*, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and > maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html > > ------------------------------ > > Message: 5 > Date: Sat, 9 Jun 2018 12:00:59 +1000 > From: Andy Blunden > Subject: [Xmca-l] Re: Necessities and Necessariness > To: xmca-l@mailman.ucsd.edu > Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> > Content-Type: text/plain; charset="utf-8" > > David, > > The text you have discovered is indeed 20 years old. At that > time I knew nothing about Hegel, and nor could I find anyone > to learn from, and there were very few philosophical texts > available on the nascent internet. So I started copy-typing > Hegel texts on to my web site and encouraging people to > discuss them. This was my own do-it-yourself university. And > I have preserved this old discussion in case they are of use > to others. > > Now, the text you discovered is written *all* by my old > friend Davie MacLean, who was in those days a big fan of > Heidegger but an avid student of all philosophy. The first > part is addressed to me and the second part copied from a > letter from Davie to Cyril Smith, my star participant in > that discussion. Davie and I were both enthralled with > Cyril's new book, "Marx at the Millennium" and Cyril's > participation was an attractor for people to join in the > discussion. > > Here are some messages from Cyril to give you context: > https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm > > Much as I enjoyed my debates with Davie, I did not emerge > from them as a fan of Heidegger. During the past 6 months I > have been spending a lot of time studying Hegel's Philosophy > of Right. I certainly do not see the question, and nor did > Hegel, in terms of "reconciliation to one's fate," which is > indeed much closer to Spinoza's view. > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 9/06/2018 8:00 AM, David Kellogg wrote: >> Andy has an amazing on-line discussion, going back almost >> exactly two decades, on "Freedom as the Recognition of >> Necessity", which was Engels's exaptation of a Heglian >> formulation (which in turn comes from Spinoza. >> >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> >> As I understand it, Andy is arguing that freedom as the >> recognition of necessity in Hegel and Spinoza is a kind of >> philosophical resignation to one's fate, but in Marx and >> Vygotsky it is a kind of active realization of one's own >> labor and hence one's own selfhood in the transformation >> of the environment. >> >> The Soviet model of Marxism is a negation of both of >> these. On the one hand, externalization is active in >> nature, because it really involves turning the tables on >> the environment and forcing it to adapt to human >> necessities. And on the other hand it has very little room >> for "one's own labor" and still less for "one's own >> selfhood": "One" is not a statistically significant, hence >> not a necessary, number. >> >> I think one way to reconcile this view with Andy's view is >> to make a distinction between externalization as the >> recognition of the necessariness of necessities, and >> externalization as the recognition of both one's own >> necessariness and that of others. These seem to me to be >> two distinct processes, belonging to two different stages >> of development (and to the deveopment of tools on the one >> hand and signs on the other). But perhaps "seem" is the >> word I should be stressing. >> >> (In the article linked below, which I did with my >> wife, there is this four year old girl who is trying to >> learn the times tables. She keeps getting stuck: Why can't >> you just put three and five together and get thirty five? >> Her grandmother is old school: your solution counts for >> nothing: Your presumed necessariness is not as important >> as instrumental necessity. And of course at one stage of >> development that is true; but "sustainable development" is >> everywhere and always a contradiction in terms: no >> development can ever sustain itself against itself.) >> >> David Kellogg >> Sangmyung University >> >> New in /Early Years/, co-authored with Fang Li: >> >> When three fives are thirty-five: Vygotsky in a Hallidayan >> idiom ? and maths in the grandmother tongue >> >> Some free e-prints available at: >> >> https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> >> > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html > > ------------------------------ > > Message: 6 > Date: Fri, 15 Jun 2018 06:48:18 +0000 > From: Alfredo Jornet Gil > Subject: [Xmca-l] Resituating Funds of Identity > To: "eXtended Mind, Culture, Activity" > Message-ID: <1529045297954.74297@iped.uio.no> > Content-Type: text/plain; charset="iso-8859-1" > > Dear all, > > > it's been a quiet period here in xmca lately, partly, ?I am afraid, due to > my failure to initiate or follow up the otherwis?e many and insightful > conversations that characterise the list during this end of semester. But > I am back with an invitation that I hope you will find interesting and, > hopefully, worth participating in. > > > I am attaching an article included in our Issue 2, for discussion here at > xmca, but in a slightly new format. > > > The article is entitled ??Resituating Funds of Identity Within > Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi > Huang. Extending conceptualisations of funds of knowledge and funds of > identity by means of drawing a connection with the concept perezhivanie, > the authors present the idea of *existential* funds of identity. What > makes interesting this latter concept is that, by contrast to a most > frequent sole focus on positive community resources as constituting those > funds of knowledge/activity, Poole and Huang propose exploring how not > only positive, but also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > > Usually, we invite the author to discuss with us her/his article. This > time, we have also invited a discussant with extensive experience in the > field of funds of knowledge. Thus, Adam Poole, as first author of the > study, will be with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises Esteban-Guitart, > who has kindly agreed to initiate the discussion and engage in what > promises to be an exciting and constructive dialogue. They will be joining > us soon, and we have also identified a list of scholars interested in > similar issues that may be chiming in as we move on. In the meantime, I > hope that many of you will get the chance to have a look at this > interesting article and find it worth discussing. And of course, as > always, everyone is welcome to contribute to the discussion. > > > Looking forward to an engaging discussion, > > Alfredo > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Resituating Funds of Identity Within Contemporary Interpretations of > Perezhivanie.pdf > Type: application/pdf > Size: 1584180 bytes > Desc: Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie.pdf > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf > > ------------------------------ > > _______________________________________________ > xmca-l mailing list > xmca-l@mailman.ucsd.edu > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > > End of xmca-l Digest, Vol 59, Issue 2 > ************************************* > This message and any attachment are intended solely for the addressee and > may contain confidential information. If you have received this message in > error, please send it back to me, and immediately delete it. Please do not > use, copy or disclose the information contained in this message or in any > attachment. Any views or opinions expressed by the author of this email do > not necessarily reflect the views of The University of Nottingham Ningbo > China. This message has been checked for viruses but the contents of an > attachment may still contain software viruses which could damage your > computer system: you are advised to perform your own checks. Email > communications with The University of Nottingham Ningbo China may be > monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180616/3762f3a1/attachment-0001.html > > ------------------------------ > > Message: 4 > Date: Sun, 17 Jun 2018 15:33:44 +0000 > From: "Adam Poole (16517826)" > Subject: [Xmca-l] Re: Resituating Funds of Identity > To: "xmca-l@mailman.ucsd.edu" > Message-ID: > > > Content-Type: text/plain; charset="iso-2022-jp" > > Hi, > Thanks to Andy for getting the discussion started on Resituating Funds of > Identity. > In response to describing a perezhivanie in terms of phases - I think it > may be because I interpreted the working over of a critical episode in > terms of a process, and so divided a perezhivanie into three phases. This > was also a result of the data - I took your interpretation of a > perezhivanie and used it to analyse the data, but in analyzing the data, > there appeared to be a distinction between reflection and catharsis, which > I lead utilized in interpretation your interpretation of a perezhivanie! > I had in mind the dictionary definition of phase: 'a distinct period or > stage in a process of change or forming part of something's development' > (from Google) and 'a distinguishable part in a course, development, or > cycle: > > * the early phases of her career' from the Merriam-Webster online > dictionary. > > * > > I also understood reflection as a pre-requisite for catharsis, in that a > critical episode may remain unaddressed or perhaps even repressed (or > blocked), but becoming conscious of the episode leads a person to reflect > on it which in turn can lead to catharsis. Similarly, reflecting on your > life, through narrative, such as funds of identity approaches, can > trigger reflection and unblock a critical episode which can lead to > catharsis and integration. > Adam > > From: Andy Blunden > > Date: 15 June 2018 at 16:52:58 CEST > To: > > Subject: [Xmca-l] Re: Resituating Funds of Identity > Reply-To: "eXtended Mind, Culture, Activity" > > > > I really liked this paper. I would like to make a brief response on the > following passage which cites my own work: > "Accordingly, Blunden distinguished three main units or phases in his > account of perezhivanie, > which, according to our data, occur in the following order: critical > episode, reflection, catharsis > and integration. That said, it has to be stressed that this movement may > not be linear or occur in the > order that we here present. We define the three phases of a perezhivanieas > follows: > ? Critical episode: a traumatic experience or a life-changing episode in > one?s life that leads to a > blockage in psychological development. > ? Reflection: the process of becoming conscious of, reflecting on, and > talking about the critical > episode with a significant other, such as a teacher or a parent. > ? Catharsis and integration: the processing or working over of a critical > episode in order to > assimilate it into the personality." > The summary is a good one. As to the interpretation in dot point, I would > make the following observations: > > * The critical episode may be an unblocking. I often reflect on an > important perezhivanie in my life in which a protracted negative > experience of which I was hardly conscious, I broke through in one > critical episode only seconds in duration which was utterly > exhilarating, and as it happened the world changed around me and I > became new person, in my own and others' eyes. > * Reflection is an integral part of catharsis I think. I don't know > how I would express this in terms of "phases." I really see it as a > two-phase process, though on reflection just now, I have realised that > there was a gradual phase preceding the critical episode which I had not > thought about before. I grant that there are internal "meditative" > processes as well as changes in social interaction. So the distinction > between the internal and external processes is valid, but I don't think > they can be separated in 'phases'. > > While I agree that a dichotomy between positive and negative experiences > is questionable, the distinction is needed. The positive episode is > developmental only because of the preceding negative experience preceding > it. > > Andy > ________________________________ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > Andy Blunden's Home > Page > www.ethicalpolitics.org > Andy Blunden's Home Page with links to pages I maintain and mail-to > buttons > > > ________________________________ > On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: > Dear all, > > it's been a quiet period here in xmca lately, partly, I am afraid, due to > my failure to initiate or follow up the otherwise many and insightful > conversations that characterise the list during this end of semester. But > I am back with an invitation that I hope you will find interesting and, > hopefully, worth participating in. > > I am attaching an article included in our Issue 2, for discussion here at > xmca, but in a slightly new format. > > The article is entitled Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie, by Adam Poole and Jingyi Huang. Extending > conceptualisations of funds of knowledge and funds of identity by means of > drawing a connection with the concept perezhivanie, the authors present > the idea of *existential* funds of identity. What makes interesting this > latter concept is that, by contrast to a most frequent sole focus on > positive community resources as constituting those funds of > knowledge/activity, Poole and Huang propose exploring how not only > positive, but also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > Usually, we invite the author to discuss with us her/his article. This > time, we have also invited a discussant with extensive experience in the > field of funds of knowledge. Thus, Adam Poole, as first author of the > study, will be with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises Esteban-Guitart, > who has kindly agreed to initiate the discussion and engage in what > promises to be an exciting and constructive dialogue. They will be joining > us soon, and we have also identified a list of scholars interested in > similar issues that may be chiming in as we move on. In the meantime, I > hope that many of you will get the chance to have a look at this > interesting article and find it worth discussing. And of course, as > always, everyone is welcome to contribute to the discussion. > > Looking forward to an engaging discussion, > Alfredo > > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of xmca-l-request@mailman.ucsd.edu > > Sent: 15 June 2018 14:50 > To: xmca-l@mailman.ucsd.edu > Subject: xmca-l Digest, Vol 59, Issue 2 > > Send xmca-l mailing list submissions to > xmca-l@mailman.ucsd.edu > > To subscribe or unsubscribe via the World Wide Web, visit > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > or, via email, send a message with subject or body 'help' to > xmca-l-request@mailman.ucsd.edu > > You can reach the person managing the list at > xmca-l-owner@mailman.ucsd.edu > > When replying, please edit your Subject line so it is more specific > than "Re: Contents of xmca-l digest..." > > > Today's Topics: > > 1. Re: cultural constructions of childhood? (Katherine Wester Neal) > 2. Re: cultural constructions of childhood? (Greg Thompson) > 3. Re: cultural constructions of childhood? (Greg Thompson) > 4. Necessities and Necessariness (David Kellogg) > 5. Re: Necessities and Necessariness (Andy Blunden) > 6. Resituating Funds of Identity (Alfredo Jornet Gil) > > > ---------------------------------------------------------------------- > > Message: 1 > Date: Wed, 6 Jun 2018 01:13:52 +0000 > From: Katherine Wester Neal > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > > Content-Type: text/plain; charset="utf-8" > > Thanks again! I'd forgotten about the Babies movie, and yes, it's perfect > for this course. Now I have lots of reading to do! > > > If a database of collected works becomes available, I'd be happy to post > the syllabus. It's for an undergrad seminar course. > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of Alfredo Jornet Gil > Sent: Tuesday, June 5, 2018 5:00:34 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > > That was a great list of recommendations you got, Katie, I am glad. > > > Things are going slower than anticipated, but hopefully we will sooner > than later have a web platform for collecting this type of resources, such > as course syllabus, etc. in one place, so that next time someone looks for > the same, they can find it immediately. Right now, is still possible to do > searches using keywords in xmca: http://lchc.ucsd.edu/MCA/Mail/index.html > but we are hoping this will be very much improved. ? > > Cheers, > > Alfredo > > > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of Martin Packer > Sent: 05 June 2018 22:12 > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Some resources here too: > > > > Martin > > > > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal > > wrote: > > Yes, very helpful suggestions, and thank you! Potential article > suggestions also welcome... :) > > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > ________________________________ > From: > xmca-l-bounces@mailman.ucsd.edu > > > on behalf of Jonathan Tudge > > Sent: Tuesday, June 5, 2018 2:24:18 PM > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: cultural constructions of childhood? > > Hi, Katie, > > Here's another one that you might find interesting. > > I, personally, think it's brilliant. > > https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing > > Cheers, > > Jon > > > ~~~~~~~~~~~ > > Jonathan Tudge > > Professor > Office: 155 Stone > > Our work on gratitude: http://morethanthanks.wp.uncg.edu/ > > A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing > gratitude in children and > adolescents, > Cambridge, UK: Cambridge University Press > > My web site:http://www.uncg.edu/hdf/faculty/tudge > > Mailing address: > 248 Stone Building > Department of Human Development and Family Studies > PO Box 26170 > The University of North Carolina at Greensboro > Greensboro, NC 27402-6170 > USA > > phone (336) 223-6181 > fax (336) 334-5076 > > > > > > > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer > > wrote: > Katie, I believe that someone mentioned this? :) > > > > Martin > > "I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss > matters with Radcliffe-Brown or Kroeber, I become at once aware that my > partner does not understand anything in the matter, and I end usually with > the feeling that this also applies to myself? (Malinowski, 1930) > > > > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal > > wrote: > > > Hello xmca-ers, > > Long time reader, rare contributor with a question for a course I'll be > teaching soon. Besides Rogoff's Cultural Nature of Human Development, what > else would you recommend in that vein? In the course, we will be exploring > multiple constructions of childhood across different cultures. > > Thanks for your help, > Katie > > Katie Wester-Neal, Ph.D. > Assistant Professor > Teacher Education & Literacy > Gordon State College > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html > > ------------------------------ > > Message: 2 > Date: Wed, 6 Jun 2018 13:22:31 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Hopefully not too late, David Lancy's The Anthropology of Childhood: > Cherubs, Chattel, and Changelings has a nice sampling of childhoods across > multiple cultures. > > Also, some classics from a Western historical perspective: > Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present > Phillip Aries' Centuries of Childhood > > And a sociological one that looked interesting: > https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false > > And I came across this more accessible book while searching for the Kett > and thought it might be useful (I haven't read it and so can't vouch for > quality): > https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false > > Good luck! > -greg > > > > > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal > wrote: > >> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >> perfect for this course. Now I have lots of reading to do! >> >> >> If a database of collected works becomes available, I'd be happy to post >> the syllabus. It's for an undergrad seminar course. >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Alfredo Jornet Gil >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I am glad. >> >> >> Things are going slower than anticipated, but hopefully we will sooner >> than later have a web platform for collecting this type of resources, >> such >> as course syllabus, etc. in one place, so that next time someone looks >> for >> the same, they can find it immediately. Right now, is still possible to >> do >> searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html but >> we are hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Martin Packer >> *Sent:* 05 June 2018 22:12 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> >> Yes, very helpful suggestions, and thank you! Potential article >> suggestions also welcome... :) >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> on behalf of Jonathan Tudge >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children- >> Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= >> 1528222902&sr=8-1&keywords=everyday+lives+of+young+ >> children%3A+culture%2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >> gratitude in children and adolescents >> , >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> >> Katie, I believe that someone mentioned this? :) >> >> > ural-Perspective/dp/1473993377> >> >> Martin >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >> partner does not understand anything in the matter, and I end usually >> with >> the feeling that this also applies to myself? (Malinowski, 1930)* >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a course I'll be >> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >> what else would you recommend in that vein? In the course, we will be >> exploring multiple constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> >> > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html > > ------------------------------ > > Message: 3 > Date: Thu, 7 Jun 2018 13:07:41 +0900 > From: Greg Thompson > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > and a few more on the anthropology front (in case you are still > interested): > > Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. Gottlieb > and De Loache have a new *A World of Babies* edition out. > > ?And ? > Elise Berman > ? has a book coming out at the end of January that does some good > theorizing of "age", including "childhood". The title of her book is: > *Talking Like Children: Language and the Production of Age in the Marshall > Islands.* Oxford University Press > > > On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson > wrote: > >> Hopefully not too late, David Lancy's The Anthropology of Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of childhoods >> across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_ >> EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ >> construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ >> 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% >> 20the%20construction%20of%20childhood&f=false >> >> And I came across this more accessible book while searching for the Kett >> and thought it might be useful (I haven't read it and so can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id= >> A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= >> EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= >> onepage&q=kett%20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> wrote: >> >>> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >>> perfect for this course. Now I have lots of reading to do! >>> >>> >>> If a database of collected works becomes available, I'd be happy to >>> post >>> the syllabus. It's for an undergrad seminar course. >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Alfredo Jornet Gil >>> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>> >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> >>> That was a great list of recommendations you got, Katie, I am glad. >>> >>> >>> Things are going slower than anticipated, but hopefully we will sooner >>> than later have a web platform for collecting this type of resources, >>> such >>> as course syllabus, etc. in one place, so that next time someone looks >>> for >>> the same, they can find it immediately. Right now, is still possible to >>> do >>> searches using keywords in xmca: >>> http://lchc.ucsd.edu/MCA/Mail/index.html but >>> we are hoping this will be very much improved. ? >>> >>> Cheers, >>> >>> Alfredo >>> >>> >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Martin Packer >>> *Sent:* 05 June 2018 22:12 >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Some resources here too: >>> >>> >>> >>> Martin >>> >>> >>> >>> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> wrote: >>> >>> Yes, very helpful suggestions, and thank you! Potential article >>> suggestions also welcome... :) >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> on behalf of Jonathan Tudge >>> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>> *To:* eXtended Mind, Culture, Activity >>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> >>> Hi, Katie, >>> >>> Here's another one that you might find interesting. >>> >>> I, personally, think it's brilliant. >>> >>> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >>> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >>> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >>> 2C+class+and+child+rearing >>> >>> Cheers, >>> >>> Jon >>> >>> >>> ~~~~~~~~~~~ >>> >>> Jonathan Tudge >>> >>> Professor >>> Office: 155 Stone >>> >>> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >>> >>> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >>> gratitude in children and adolescents >>> , >>> Cambridge, UK: Cambridge University Press >>> >>> My web site:http://www.uncg.edu/hdf/faculty/tudge >>> >>> Mailing address: >>> 248 Stone Building >>> Department of Human Development and Family Studies >>> PO Box 26170 >>> The University of North Carolina at Greensboro >>> Greensboro, NC 27402-6170 >>> USA >>> >>> phone (336) 223-6181 >>> fax (336) 334-5076 >>> >>> >>> >>> >>> >>> >>> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> wrote: >>> >>> Katie, I believe that someone mentioned this? :) >>> >>> >> ural-Perspective/dp/1473993377> >>> >>> Martin >>> >>> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >>> matters with Radcliffe-Brown or Kroeber, I become at once aware that my >>> partner does not understand anything in the matter, and I end usually >>> with >>> the feeling that this also applies to myself? (Malinowski, 1930)* >>> >>> >>> >>> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> wrote: >>> >>> Hello xmca-ers, >>> >>> Long time reader, rare contributor with a question for a course I'll be >>> teaching soon. Besides Rogoff's *Cultural Nature of Human Development*, >>> what else would you recommend in that vein? In the course, we will be >>> exploring multiple constructions of childhood across different >>> cultures. >>> >>> Thanks for your help, >>> Katie >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> >>> >>> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> > > > > -- > Gregory A. Thompson, Ph.D. > Assistant Professor > Department of Anthropology > 880 Spencer W. Kimball Tower > Brigham Young University > Provo, UT 84602 > WEBSITE: greg.a.thompson.byu.edu > http://byu.academia.edu/GregoryThompson > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html > > ------------------------------ > > Message: 4 > Date: Sat, 9 Jun 2018 07:00:06 +0900 > From: David Kellogg > Subject: [Xmca-l] Necessities and Necessariness > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Andy has an amazing on-line discussion, going back almost exactly two > decades, on "Freedom as the Recognition of Necessity", which was Engels's > exaptation of a Heglian formulation (which in turn comes from Spinoza. > > https://www.marxists.org/reference/archive/hegel/txt/davie07.htm > > As I understand it, Andy is arguing that freedom as the recognition of > necessity in Hegel and Spinoza is a kind of philosophical resignation to > one's fate, but in Marx and Vygotsky it is a kind of active realization of > one's own labor and hence one's own selfhood in the transformation of the > environment. > > The Soviet model of Marxism is a negation of both of these. On the one > hand, externalization is active in nature, because it really involves > turning the tables on the environment and forcing it to adapt to human > necessities. And on the other hand it has very little room for "one's own > labor" and still less for "one's own selfhood": "One" is not a > statistically significant, hence not a necessary, number. > > I think one way to reconcile this view with Andy's view is to make a > distinction between externalization as the recognition of the > necessariness > of necessities, and externalization as the recognition of both one's own > necessariness and that of others. These seem to me to be two distinct > processes, belonging to two different stages of development (and to the > deveopment of tools on the one hand and signs on the other). But perhaps > "seem" is the word I should be stressing. > > (In the article linked below, which I did with my wife, there is this four > year old girl who is trying to learn the times tables. She keeps getting > stuck: Why can't you just put three and five together and get thirty five? > Her grandmother is old school: your solution counts for nothing: Your > presumed necessariness is not as important as instrumental necessity. And > of course at one stage of development that is true; but "sustainable > development" is everywhere and always a contradiction in terms: no > development can ever sustain itself against itself.) > > David Kellogg > Sangmyung University > > New in *Early Years*, co-authored with Fang Li: > > When three fives are thirty-five: Vygotsky in a Hallidayan idiom ? and > maths in the grandmother tongue > > Some free e-prints available at: > > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html > > ------------------------------ > > Message: 5 > Date: Sat, 9 Jun 2018 12:00:59 +1000 > From: Andy Blunden > Subject: [Xmca-l] Re: Necessities and Necessariness > To: xmca-l@mailman.ucsd.edu > Message-ID: <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> > Content-Type: text/plain; charset="utf-8" > > David, > > The text you have discovered is indeed 20 years old. At that > time I knew nothing about Hegel, and nor could I find anyone > to learn from, and there were very few philosophical texts > available on the nascent internet. So I started copy-typing > Hegel texts on to my web site and encouraging people to > discuss them. This was my own do-it-yourself university. And > I have preserved this old discussion in case they are of use > to others. > > Now, the text you discovered is written *all* by my old > friend Davie MacLean, who was in those days a big fan of > Heidegger but an avid student of all philosophy. The first > part is addressed to me and the second part copied from a > letter from Davie to Cyril Smith, my star participant in > that discussion. Davie and I were both enthralled with > Cyril's new book, "Marx at the Millennium" and Cyril's > participation was an attractor for people to join in the > discussion. > > Here are some messages from Cyril to give you context: > https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm > > Much as I enjoyed my debates with Davie, I did not emerge > from them as a fan of Heidegger. During the past 6 months I > have been spending a lot of time studying Hegel's Philosophy > of Right. I certainly do not see the question, and nor did > Hegel, in terms of "reconciliation to one's fate," which is > indeed much closer to Spinoza's view. > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 9/06/2018 8:00 AM, David Kellogg wrote: >> Andy has an amazing on-line discussion, going back almost >> exactly two decades, on "Freedom as the Recognition of >> Necessity", which was Engels's exaptation of a Heglian >> formulation (which in turn comes from Spinoza. >> >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> >> As I understand it, Andy is arguing that freedom as the >> recognition of necessity in Hegel and Spinoza is a kind of >> philosophical resignation to one's fate, but in Marx and >> Vygotsky it is a kind of active realization of one's own >> labor and hence one's own selfhood in the transformation >> of the environment. >> >> The Soviet model of Marxism is a negation of both of >> these. On the one hand, externalization is active in >> nature, because it really involves turning the tables on >> the environment and forcing it to adapt to human >> necessities. And on the other hand it has very little room >> for "one's own labor" and still less for "one's own >> selfhood": "One" is not a statistically significant, hence >> not a necessary, number. >> >> I think one way to reconcile this view with Andy's view is >> to make a distinction between externalization as the >> recognition of the necessariness of necessities, and >> externalization as the recognition of both one's own >> necessariness and that of others. These seem to me to be >> two distinct processes, belonging to two different stages >> of development (and to the deveopment of tools on the one >> hand and signs on the other). But perhaps "seem" is the >> word I should be stressing. >> >> (In the article linked below, which I did with my >> wife, there is this four year old girl who is trying to >> learn the times tables. She keeps getting stuck: Why can't >> you just put three and five together and get thirty five? >> Her grandmother is old school: your solution counts for >> nothing: Your presumed necessariness is not as important >> as instrumental necessity. And of course at one stage of >> development that is true; but "sustainable development" is >> everywhere and always a contradiction in terms: no >> development can ever sustain itself against itself.) >> >> David Kellogg >> Sangmyung University >> >> New in /Early Years/, co-authored with Fang Li: >> >> When three fives are thirty-five: Vygotsky in a Hallidayan >> idiom ? and maths in the grandmother tongue >> >> Some free e-prints available at: >> >> https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> >> > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html > > ------------------------------ > > Message: 6 > Date: Fri, 15 Jun 2018 06:48:18 +0000 > From: Alfredo Jornet Gil > Subject: [Xmca-l] Resituating Funds of Identity > To: "eXtended Mind, Culture, Activity" > Message-ID: <1529045297954.74297@iped.uio.no> > Content-Type: text/plain; charset="iso-8859-1" > > Dear all, > > > it's been a quiet period here in xmca lately, partly, ?I am afraid, due to > my failure to initiate or follow up the otherwis?e many and insightful > conversations that characterise the list during this end of semester. But > I am back with an invitation that I hope you will find interesting and, > hopefully, worth participating in. > > > I am attaching an article included in our Issue 2, for discussion here at > xmca, but in a slightly new format. > > > The article is entitled ??Resituating Funds of Identity Within > Contemporary Interpretations of Perezhivanie, ?by Adam Poole and Jingyi > Huang. Extending conceptualisations of funds of knowledge and funds of > identity by means of drawing a connection with the concept perezhivanie, > the authors present the idea of *existential* funds of identity. What > makes interesting this latter concept is that, by contrast to a most > frequent sole focus on positive community resources as constituting those > funds of knowledge/activity, Poole and Huang propose exploring how not > only positive, but also negative, life-changing experiences may become a > potential resource for individual/collective activity. > > > Usually, we invite the author to discuss with us her/his article. This > time, we have also invited a discussant with extensive experience in the > field of funds of knowledge. Thus, Adam Poole, as first author of the > study, will be with us, sharing his views, motives, and challenges in > developing the study. As discussant, we will have Moises Esteban-Guitart, > who has kindly agreed to initiate the discussion and engage in what > promises to be an exciting and constructive dialogue. They will be joining > us soon, and we have also identified a list of scholars interested in > similar issues that may be chiming in as we move on. In the meantime, I > hope that many of you will get the chance to have a look at this > interesting article and find it worth discussing. And of course, as > always, everyone is welcome to contribute to the discussion. > > > Looking forward to an engaging discussion, > > Alfredo > > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Resituating Funds of Identity Within Contemporary Interpretations of > Perezhivanie.pdf > Type: application/pdf > Size: 1584180 bytes > Desc: Resituating Funds of Identity Within Contemporary > Interpretations of Perezhivanie.pdf > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf > > ------------------------------ > > _______________________________________________ > xmca-l mailing list > xmca-l@mailman.ucsd.edu > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > > End of xmca-l Digest, Vol 59, Issue 2 > ************************************* > This message and any attachment are intended solely for the addressee and > may contain confidential information. If you have received this message in > error, please send it back to me, and immediately delete it. Please do not > use, copy or disclose the information contained in this message or in any > attachment. Any views or opinions expressed by the author of this email do > not necessarily reflect the views of The University of Nottingham Ningbo > China. This message has been checked for viruses but the contents of an > attachment may still contain software viruses which could damage your > computer system: you are advised to perform your own checks. Email > communications with The University of Nottingham Ningbo China may be > monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180617/fb5adb05/attachment-0001.html > > ------------------------------ > > Message: 5 > Date: Mon, 18 Jun 2018 01:46:27 +1000 > From: Andy Blunden > Subject: [Xmca-l] Re: Resituating Funds of Identity > To: xmca-l@mailman.ucsd.edu > Message-ID: <24dcab45-506a-7e1a-44ff-4b4200105235@marxists.org> > Content-Type: text/plain; charset="utf-8" > > Think of the origin of the idea of "catharsis." Originally > it referred to the experience of an audience watching a > Greek drama - their own emotions are played out in front of > them. Later is referred to a medical method of "purging" an > illness through vomiting, and it was adapted from there to > refer to the talking cure, in which the patient externalised > their problem with the help of the therapist. From > psychotherapy it entered popular culture as an image of > someone experiencing a traumatic personal transformation, I > think. > > > You may be quite right in terms of phases, Adam, but I think > "reflection" and "catharsis" are closely tied together. I > talked a lot about catharsis being to do with "processing" > an experience, overcoming it, integrating it into one's > personality, which does indeed sound like something very > different from "catharsis" as I've just described it. > > > It's up to you guys who are doing the qualitative research > to figure it out though. > > > Andy > > ------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 18/06/2018 1:33 AM, Adam Poole (16517826) wrote: >> Hi, >> Thanks to Andy for getting the discussion started >> on Resituating Funds of Identity. >> In response to describing a perezhivanie in terms of >> phases - I think it may be because I interpreted >> the working over of a critical episode in terms of a >> process, and so divided a perezhivanie into three phases. >> This was also a result of the data - I took your >> interpretation of a perezhivanie and used it to analyse >> the data, but in analyzing the data, there appeared to be >> a distinction between reflection and catharsis, which I >> lead utilized in interpretation your interpretation of a >> perezhivanie! >> I had in mind the dictionary definition of phase:'a >> distinct period or stage in a process of change or forming >> part of something's development' (from Google) and 'a >> distinguishable part in a course, development, or cycle: >> >> * the early phases of her career' from the >> Merriam-Webster online dictionary. >> >> * >> >> >> I also understood reflection as a pre-requisite for >> catharsis, in that a critical episode may remain >> unaddressed or perhaps even repressed (or blocked), but >> becoming conscious of the episode leads a person to >> reflect on it which in turn can lead to catharsis. >> Similarly, reflecting on your life, through narrative, >> such as funds of identity approaches, can trigger >> reflection and unblock a critical episode which can lead >> to catharsis and integration. >> Adam >> * >> * >> *From:* Andy Blunden > > >> *Date:* 15 June 2018 at 16:52:58 CEST >> *To:* > > >> *Subject:* *[Xmca-l] Re: Resituating Funds of Identity* >> *Reply-To:* "eXtended Mind, Culture, Activity" >> > >> >> I really liked this paper. I would like to make a brief >> response on the following passage which cites my own work: >> "Accordingly, Blunden distinguished three main units or >> phases in his account of /perezhivanie/, >> which, according to our data, occur in the following >> order: critical episode, reflection, catharsis >> and integration. That said, it has to be stressed that >> this movement may not be linear or occur in the >> order that we here present. We define the three phases of >> a /perezhivanie/as follows: >> ? Critical episode: a traumatic experience or a >> life-changing episode in one?s life that leads to a >> blockage in psychological development. >> ? Reflection: the process of becoming conscious of, >> reflecting on, and talking about the critical >> episode with a significant other, such as a teacher or a >> parent. >> ? Catharsis and integration: the processing or working >> over of a critical episode in order to >> assimilate it into the personality." >> The summary is a good one. As to the interpretation in dot >> point, I would make the following observations: >> >> * The critical episode may be an /unblocking/. I often >> reflect on an important /perezhivanie /in my life in >> which a protracted negative experience of which I was >> hardly conscious, I broke through in one critical >> episode only seconds in duration which was utterly >> exhilarating, and as it happened the world changed >> around me and I became new person, in my own and >> others' eyes. >> * Reflection is an integral part of catharsis I think. I >> don't know how I would express this in terms of >> "phases." I really see it as a two-phase process, >> though on reflection just now, I have realised that >> there was a gradual phase preceding the critical >> episode which I had not thought about before. I grant >> that there are internal "meditative" processes as well >> as changes in social interaction. So the distinction >> between the internal and external processes is valid, >> but I don't think they can be separated in 'phases'. >> >> While I agree that a dichotomy between positive and >> negative experiences is questionable, the distinction is >> needed. The positive episode is developmental only because >> of the preceding negative experience preceding it. >> >> Andy >> ------------------------------------------------------------ >> Andy Blunden >> http://www.ethicalpolitics.org/ablunden/index.htm >> Andy Blunden's Home Page >> >> www.ethicalpolitics.org >> Andy Blunden's Home Page with links to pages I maintain >> and mail-to buttons >> >> >> ------------------------------------------------------------ >> On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: >> Dear all, >> >> it's been a quiet period here in xmca lately, partly, I am >> afraid, due to my failure to initiate or follow up the >> otherwise many and insightful conversations that >> characterise the list during this end of semester. But I >> am back with an invitation that I hope you will find >> interesting and, hopefully, worth participating in. >> >> I am attaching an article included in our Issue 2, for >> discussion here at xmca, but in a slightly new format. >> >> The article is entitled /Resituating Funds of Identity >> Within Contemporary Interpretations of Perezhivanie, /by >> Adam Poole and Jingyi >> Huang. Extending conceptualisations of funds of knowledge >> and funds of identity by means of drawing a connection >> with the concept perezhivanie, the authors present the >> idea of *existential* funds of identity. What makes >> interesting this latter concept is that, by contrast to a >> most frequent sole focus on positive community resources >> as constituting those funds of knowledge/activity, Poole >> and Huang propose exploring how not only positive, but >> also negative, life-changing experiences may become a >> potential resource for individual/collective activity. >> >> Usually, we invite the author to discuss with us her/his >> article. This time, we have also invited a discussant with >> extensive experience in the field of funds of knowledge. >> Thus, Adam Poole, as first author of the study, will be >> with us, sharing his views, motives, and challenges in >> developing the study. As discussant, we will have Moises >> Esteban-Guitart, who has kindly agreed to initiate the >> discussion and engage in what promises to be an exciting >> and constructive dialogue. They will be joining us soon, >> and we have also identified a list of scholars interested >> in similar issues that may be chiming in as we move on. In >> the meantime, I hope that many of you will get the chance >> to have a look at this interesting article and find it >> worth discussing. And of course, as always, everyone is >> welcome to contribute to the discussion. >> >> Looking forward to an engaging discussion, >> Alfredo >> >> >> >> ------------------------------------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of >> xmca-l-request@mailman.ucsd.edu >> >> *Sent:* 15 June 2018 14:50 >> *To:* xmca-l@mailman.ucsd.edu >> *Subject:* xmca-l Digest, Vol 59, Issue 2 >> >> Send xmca-l mailing list submissions to >> xmca-l@mailman.ucsd.edu >> >> To subscribe or unsubscribe via the World Wide Web, visit >> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >> >> or, via email, send a message with subject or body 'help' to >> xmca-l-request@mailman.ucsd.edu >> >> You can reach the person managing the list at >> xmca-l-owner@mailman.ucsd.edu >> >> When replying, please edit your Subject line so it is more >> specific >> than "Re: Contents of xmca-l digest..." >> >> >> Today's Topics: >> >> 1. Re: cultural constructions of childhood? (Katherine >> Wester Neal) >> 2. Re: cultural constructions of childhood? (Greg Thompson) >> 3. Re: cultural constructions of childhood? (Greg Thompson) >> 4. Necessities and Necessariness (David Kellogg) >> 5. Re: Necessities and Necessariness (Andy Blunden) >> 6. Resituating Funds of Identity (Alfredo Jornet Gil) >> >> >> ---------------------------------------------------------------------- >> >> Message: 1 >> Date: Wed, 6 Jun 2018 01:13:52 +0000 >> From: Katherine Wester Neal >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Thanks again! I'd forgotten about the Babies movie, and >> yes, it's perfect for this course. Now I have lots of >> reading to do! >> >> >> If a database of collected works becomes available, I'd be >> happy to post the syllabus. It's for an undergrad seminar >> course. >> >> ________________________________ >> From: xmca-l-bounces@mailman.ucsd.edu >> on behalf of Alfredo >> Jornet Gil >> Sent: Tuesday, June 5, 2018 5:00:34 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> >> That was a great list of recommendations you got, Katie, I >> am glad. >> >> >> Things are going slower than anticipated, but hopefully we >> will sooner than later have a web platform for collecting >> this type of resources, such as course syllabus, etc. in >> one place, so that next time someone looks for the same, >> they can find it immediately. Right now, is still possible >> to do searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but we are >> hoping this will be very much improved. ? >> >> Cheers, >> >> Alfredo >> >> >> >> ________________________________ >> From: xmca-l-bounces@mailman.ucsd.edu >> on behalf of Martin >> Packer >> Sent: 05 June 2018 22:12 >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> Some resources here too: >> >> >> >> Martin >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> > wrote: >> >> Yes, very helpful suggestions, and thank you! Potential >> article suggestions also welcome... :) >> >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> ________________________________ >> From: >> xmca-l-bounces@mailman.ucsd.edu >> > >> on behalf of Jonathan Tudge >> > >> Sent: Tuesday, June 5, 2018 2:24:18 PM >> To: eXtended Mind, Culture, Activity >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> >> Hi, Katie, >> >> Here's another one that you might find interesting. >> >> I, personally, think it's brilliant. >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing >> >> Cheers, >> >> Jon >> >> >> ~~~~~~~~~~~ >> >> Jonathan Tudge >> >> Professor >> Office: 155 Stone >> >> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >> >> >> A new book just published: Tudge, J. & Freitas, L. (Eds.) >> Developing gratitude in children and >> adolescents, >> Cambridge, UK: Cambridge University Press >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> Mailing address: >> 248 Stone Building >> Department of Human Development and Family Studies >> PO Box 26170 >> The University of North Carolina at Greensboro >> Greensboro, NC 27402-6170 >> USA >> >> phone (336) 223-6181 >> fax (336) 334-5076 >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> > wrote: >> Katie, I believe that someone mentioned this? :) >> >> >> >> Martin >> >> "I may say that whenever I meet Mrs. Seligman or Dr. Lowie >> or discuss matters with Radcliffe-Brown or Kroeber, I >> become at once aware that my partner does not understand >> anything in the matter, and I end usually with the feeling >> that this also applies to myself? (Malinowski, 1930) >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> > wrote: >> >> >> Hello xmca-ers, >> >> Long time reader, rare contributor with a question for a >> course I'll be teaching soon. Besides Rogoff's Cultural >> Nature of Human Development, what else would you recommend >> in that vein? In the course, we will be exploring multiple >> constructions of childhood across different cultures. >> >> Thanks for your help, >> Katie >> >> Katie Wester-Neal, Ph.D. >> Assistant Professor >> Teacher Education & Literacy >> Gordon State College >> >> >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 2 >> Date: Wed, 6 Jun 2018 13:22:31 +0900 >> From: Greg Thompson >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Hopefully not too late, David Lancy's The Anthropology of >> Childhood: >> Cherubs, Chattel, and Changelings has a nice sampling of >> childhoods across >> multiple cultures. >> >> Also, some classics from a Western historical perspective: >> Joseph Kett's Rites of Passage: Adolescence in America >> 1790 to Present >> Phillip Aries' Centuries of Childhood >> >> And a sociological one that looked interesting: >> https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false >> >> And I came across this more accessible book while >> searching for the Kett >> and thought it might be useful (I haven't read it and so >> can't vouch for >> quality): >> https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false >> >> Good luck! >> -greg >> >> >> >> >> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> >> wrote: >> >> > Thanks again! I'd forgotten about the * Babies* movie, >> and yes, it's >> > perfect for this course. Now I have lots of reading to do! >> > >> > >> > If a database of collected works becomes available, I'd >> be happy to post >> > the syllabus. It's for an undergrad seminar course. >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Alfredo Jornet Gil >> > *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> > >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > >> > That was a great list of recommendations you got, Katie, >> I am glad. >> > >> > >> > Things are going slower than anticipated, but hopefully >> we will sooner >> > than later have a web platform for collecting this type >> of resources, such >> > as course syllabus, etc. in one place, so that next time >> someone looks for >> > the same, they can find it immediately. Right now, is >> still possible to do >> > searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but >> > we are hoping this will be very much improved. ? >> > >> > Cheers, >> > >> > Alfredo >> > >> > >> > >> > >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Martin Packer >> > *Sent:* 05 June 2018 22:12 >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > Some resources here too: >> > >> > >> >> > >> > Martin >> > >> > >> > >> > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> > >> > Yes, very helpful suggestions, and thank you! Potential >> article >> > suggestions also welcome... :) >> > >> > Katie Wester-Neal, Ph.D. >> > Assistant Professor >> > Teacher Education & Literacy >> > Gordon State College >> > >> > >> > ------------------------------ >> > *From:* xmca-l-bounces@mailman.ucsd.edu >> >> > on behalf of Jonathan Tudge >> > *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> > *To:* eXtended Mind, Culture, Activity >> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >> > >> > Hi, Katie, >> > >> > Here's another one that you might find interesting. >> > >> > I, personally, think it's brilliant. >> > >> > https://www.amazon.com/Everyday-Lives-Young-Children- >> > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= >> > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ >> > children%3A+culture%2C+class+and+child+rearing >> > >> > Cheers, >> > >> > Jon >> > >> > >> > ~~~~~~~~~~~ >> > >> > Jonathan Tudge >> > >> > Professor >> > Office: 155 Stone >> > >> > Our work on gratitude: >> http://morethanthanks.wp.uncg.edu/ >> >> > >> > A new book just published: Tudge, J. & Freitas, L. >> (Eds.) Developing >> > gratitude in children and adolescents >> > >> , >> > Cambridge, UK: Cambridge University Press >> > >> > My web site:http://www.uncg.edu/hdf/faculty/tudge >> > >> > Mailing address: >> > 248 Stone Building >> > Department of Human Development and Family Studies >> > PO Box 26170 >> > The University of North Carolina at Greensboro >> > Greensboro, NC 27402-6170 >> > USA >> > >> > phone (336) 223-6181 >> > fax (336) 334-5076 >> > >> > >> > >> > >> > >> > >> > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> > >> > Katie, I believe that someone mentioned this? :) >> > >> > > > ural-Perspective/dp/1473993377> >> > >> > Martin >> > >> > *"I may say that whenever I meet Mrs. Seligman or Dr. >> Lowie or discuss >> > matters with Radcliffe-Brown or Kroeber, I become at >> once aware that my >> > partner does not understand anything in the matter, and >> I end usually with >> > the feeling that this also applies to myself? >> (Malinowski, 1930)* >> > >> > >> > >> > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> wrote: >> > >> > Hello xmca-ers, >> > >> > Long time reader, rare contributor with a question for a >> course I'll be >> > teaching soon. Besides Rogoff's *Cultural Nature of >> Human Development*, >> > what else would you recommend in that vein? In the >> course, we will be >> > exploring multiple constructions of childhood across >> different cultures. >> > >> > Thanks for your help, >> > Katie >> > >> > Katie Wester-Neal, Ph.D. >> > Assistant Professor >> > Teacher Education & Literacy >> > Gordon State College >> > >> > >> > >> > >> > >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 3 >> Date: Thu, 7 Jun 2018 13:07:41 +0900 >> From: Greg Thompson >> Subject: [Xmca-l] Re: cultural constructions of childhood? >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> and a few more on the anthropology front (in case you are >> still interested): >> >> Bambi Chapin's *Childhood in a Sri Lankan Village* is very >> good. Gottlieb >> and De Loache have a new *A World of Babies* edition out. >> >> ?And ? >> Elise Berman >> ? has a book coming out at the end of January that does >> some good >> theorizing of "age", including "childhood". The title of >> her book is: >> *Talking Like Children: Language and the Production of Age >> in the Marshall >> Islands.* Oxford University Press >> >> >> On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson >> >> wrote: >> >> > Hopefully not too late, David Lancy's The Anthropology >> of Childhood: >> > Cherubs, Chattel, and Changelings has a nice sampling of >> childhoods across >> > multiple cultures. >> > >> > Also, some classics from a Western historical perspective: >> > Joseph Kett's Rites of Passage: Adolescence in America >> 1790 to Present >> > Phillip Aries' Centuries of Childhood >> > >> > And a sociological one that looked interesting: >> > https://books.google.co.kr/books?hl=en&lr=&id=q_ >> > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ >> > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ >> > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% >> > 20the%20construction%20of%20childhood&f=false >> > >> > And I came across this more accessible book while >> searching for the Kett >> > and thought it might be useful (I haven't read it and so >> can't vouch for >> > quality): >> > https://books.google.co.kr/books?hl=en&lr=&id= >> > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= >> > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= >> > onepage&q=kett%20history%20of%20childhood&f=false >> > >> > Good luck! >> > -greg >> > >> > >> > >> > >> > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >> >> > wrote: >> > >> >> Thanks again! I'd forgotten about the * Babies* movie, >> and yes, it's >> >> perfect for this course. Now I have lots of reading to do! >> >> >> >> >> >> If a database of collected works becomes available, I'd >> be happy to post >> >> the syllabus. It's for an undergrad seminar course. >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Alfredo Jornet Gil >> >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >> >> >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> >> >> That was a great list of recommendations you got, >> Katie, I am glad. >> >> >> >> >> >> Things are going slower than anticipated, but hopefully >> we will sooner >> >> than later have a web platform for collecting this type >> of resources, such >> >> as course syllabus, etc. in one place, so that next >> time someone looks for >> >> the same, they can find it immediately. Right now, is >> still possible to do >> >> searches using keywords in xmca: >> http://lchc.ucsd.edu/MCA/Mail/index.html >> but >> >> we are hoping this will be very much improved. ? >> >> >> >> Cheers, >> >> >> >> Alfredo >> >> >> >> >> >> >> >> >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Martin Packer >> >> *Sent:* 05 June 2018 22:12 >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> Some resources here too: >> >> >> >> >> >> >> >> >> Martin >> >> >> >> >> >> >> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >> wrote: >> >> >> >> Yes, very helpful suggestions, and thank you! Potential >> article >> >> suggestions also welcome... :) >> >> >> >> Katie Wester-Neal, Ph.D. >> >> Assistant Professor >> >> Teacher Education & Literacy >> >> Gordon State College >> >> >> >> >> >> ------------------------------ >> >> *From:* xmca-l-bounces@mailman.ucsd.edu >> >> >> on behalf of Jonathan Tudge >> >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >> >> *To:* eXtended Mind, Culture, Activity >> >> *Subject:* [Xmca-l] Re: cultural constructions of >> childhood? >> >> >> >> Hi, Katie, >> >> >> >> Here's another one that you might find interesting. >> >> >> >> I, personally, think it's brilliant. >> >> >> >> >> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >> >> >> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >> >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >> >> 2C+class+and+child+rearing >> >> >> >> Cheers, >> >> >> >> Jon >> >> >> >> >> >> ~~~~~~~~~~~ >> >> >> >> Jonathan Tudge >> >> >> >> Professor >> >> Office: 155 Stone >> >> >> >> Our work on gratitude: >> http://morethanthanks.wp.uncg.edu/ >> >> >> >> >> A new book just published: Tudge, J. & Freitas, L. >> (Eds.) Developing >> >> gratitude in children and adolescents >> >> >> , >> >> Cambridge, UK: Cambridge University Press >> >> >> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >> >> >> >> Mailing address: >> >> 248 Stone Building >> >> Department of Human Development and Family Studies >> >> PO Box 26170 >> >> The University of North Carolina at Greensboro >> >> Greensboro, NC 27402-6170 >> >> USA >> >> >> >> phone (336) 223-6181 >> >> fax (336) 334-5076 >> >> >> >> >> >> >> >> >> >> >> >> >> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >> wrote: >> >> >> >> Katie, I believe that someone mentioned this? :) >> >> >> >> >> > >> ural-Perspective/dp/1473993377> >> >> >> >> Martin >> >> >> >> *"I may say that whenever I meet Mrs. Seligman or Dr. >> Lowie or discuss >> >> matters with Radcliffe-Brown or Kroeber, I become at >> once aware that my >> >> partner does not understand anything in the matter, and >> I end usually with >> >> the feeling that this also applies to myself? >> (Malinowski, 1930)* >> >> >> >> >> >> >> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >> >> >> wrote: >> >> >> >> Hello xmca-ers, >> >> >> >> Long time reader, rare contributor with a question for >> a course I'll be >> >> teaching soon. Besides Rogoff's *Cultural Nature of >> Human Development*, >> >> what else would you recommend in that vein? In the >> course, we will be >> >> exploring multiple constructions of childhood across >> different cultures. >> >> >> >> Thanks for your help, >> >> Katie >> >> >> >> Katie Wester-Neal, Ph.D. >> >> Assistant Professor >> >> Teacher Education & Literacy >> >> Gordon State College >> >> >> >> >> >> >> >> >> >> >> > >> > >> > -- >> > Gregory A. Thompson, Ph.D. >> > Assistant Professor >> > Department of Anthropology >> > 880 Spencer W. Kimball Tower >> > Brigham Young University >> > Provo, UT 84602 >> > WEBSITE: greg.a.thompson.byu.edu >> > http://byu.academia.edu/GregoryThompson >> >> > >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 4 >> Date: Sat, 9 Jun 2018 07:00:06 +0900 >> From: David Kellogg >> Subject: [Xmca-l] Necessities and Necessariness >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: >> >> >> Content-Type: text/plain; charset="utf-8" >> >> Andy has an amazing on-line discussion, going back almost >> exactly two >> decades, on "Freedom as the Recognition of Necessity", >> which was Engels's >> exaptation of a Heglian formulation (which in turn comes >> from Spinoza. >> >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> >> As I understand it, Andy is arguing that freedom as the >> recognition of >> necessity in Hegel and Spinoza is a kind of philosophical >> resignation to >> one's fate, but in Marx and Vygotsky it is a kind of >> active realization of >> one's own labor and hence one's own selfhood in the >> transformation of the >> environment. >> >> The Soviet model of Marxism is a negation of both of >> these. On the one >> hand, externalization is active in nature, because it >> really involves >> turning the tables on the environment and forcing it to >> adapt to human >> necessities. And on the other hand it has very little room >> for "one's own >> labor" and still less for "one's own selfhood": "One" is not a >> statistically significant, hence not a necessary, number. >> >> I think one way to reconcile this view with Andy's view is >> to make a >> distinction between externalization as the recognition of >> the necessariness >> of necessities, and externalization as the recognition of >> both one's own >> necessariness and that of others. These seem to me to be >> two distinct >> processes, belonging to two different stages of >> development (and to the >> deveopment of tools on the one hand and signs on the >> other). But perhaps >> "seem" is the word I should be stressing. >> >> (In the article linked below, which I did with my wife, >> there is this four >> year old girl who is trying to learn the times tables. She >> keeps getting >> stuck: Why can't you just put three and five together and >> get thirty five? >> Her grandmother is old school: your solution counts for >> nothing: Your >> presumed necessariness is not as important as instrumental >> necessity. And >> of course at one stage of development that is true; but >> "sustainable >> development" is everywhere and always a contradiction in >> terms: no >> development can ever sustain itself against itself.) >> >> David Kellogg >> Sangmyung University >> >> New in *Early Years*, co-authored with Fang Li: >> >> When three fives are thirty-five: Vygotsky in a Hallidayan >> idiom ? and >> maths in the grandmother tongue >> >> Some free e-prints available at: >> >> https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 5 >> Date: Sat, 9 Jun 2018 12:00:59 +1000 >> From: Andy Blunden >> Subject: [Xmca-l] Re: Necessities and Necessariness >> To: xmca-l@mailman.ucsd.edu >> Message-ID: >> <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> >> Content-Type: text/plain; charset="utf-8" >> >> David, >> >> The text you have discovered is indeed 20 years old. At that >> time I knew nothing about Hegel, and nor could I find anyone >> to learn from, and there were very few philosophical texts >> available on the nascent internet. So I started copy-typing >> Hegel texts on to my web site and encouraging people to >> discuss them. This was my own do-it-yourself university. And >> I have preserved this old discussion in case they are of use >> to others. >> >> Now, the text you discovered is written *all* by my old >> friend Davie MacLean, who was in those days a big fan of >> Heidegger but an avid student of all philosophy. The first >> part is addressed to me and the second part copied from a >> letter from Davie to Cyril Smith, my star participant in >> that discussion. Davie and I were both enthralled with >> Cyril's new book, "Marx at the Millennium" and Cyril's >> participation was an attractor for people to join in the >> discussion. >> >> Here are some messages from Cyril to give you context: >> https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm >> >> Much as I enjoyed my debates with Davie, I did not emerge >> from them as a fan of Heidegger. During the past 6 months I >> have been spending a lot of time studying Hegel's Philosophy >> of Right. I certainly do not see the question, and nor did >> Hegel, in terms of "reconciliation to one's fate," which is >> indeed much closer to Spinoza's view. >> >> Andy >> >> ------------------------------------------------------------ >> Andy Blunden >> http://www.ethicalpolitics.org/ablunden/index.htm >> On 9/06/2018 8:00 AM, David Kellogg wrote: >> > Andy has an amazing on-line discussion, going back almost >> > exactly two decades, on "Freedom as the Recognition of >> > Necessity", which was Engels's exaptation of a Heglian >> > formulation (which in turn comes from Spinoza. >> > >> > >> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >> > >> > As I understand it, Andy is arguing that freedom as the >> > recognition of necessity in Hegel and Spinoza is a kind of >> > philosophical resignation to one's fate, but in Marx and >> > Vygotsky it is a kind of active realization of one's own >> > labor and hence one's own selfhood in the transformation >> > of the environment. >> > >> > The Soviet model of Marxism is a negation of both of >> > these. On the one hand, externalization is active in >> > nature, because it really involves turning the tables on >> > the environment and forcing it to adapt to human >> > necessities. And on the other hand it has very little room >> > for "one's own labor" and still less for "one's own >> > selfhood": "One" is not a statistically significant, hence >> > not a necessary, number. >> > >> > I think one way to reconcile this view with Andy's view is >> > to make a distinction between externalization as the >> > recognition of the necessariness of necessities, and >> > externalization as the recognition of both one's own >> > necessariness and that of others. These seem to me to be >> > two distinct processes, belonging to two different stages >> > of development (and to the deveopment of tools on the one >> > hand and signs on the other). But perhaps "seem" is the >> > word I should be stressing. >> > >> > (In the article linked below, which I did with my >> > wife, there is this four year old girl who is trying to >> > learn the times tables. She keeps getting stuck: Why can't >> > you just put three and five together and get thirty five? >> > Her grandmother is old school: your solution counts for >> > nothing: Your presumed necessariness is not as important >> > as instrumental necessity. And of course at one stage of >> > development that is true; but "sustainable development" is >> > everywhere and always a contradiction in terms: no >> > development can ever sustain itself against itself.) >> > >> > David Kellogg >> > Sangmyung University >> > >> > New in /Early Years/, co-authored with Fang Li: >> > >> > When three fives are thirty-five: Vygotsky in a Hallidayan >> > idiom ? and maths in the grandmother tongue >> > >> > Some free e-prints available at: >> > >> > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >> > >> > >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html >> >> >> ------------------------------ >> >> Message: 6 >> Date: Fri, 15 Jun 2018 06:48:18 +0000 >> From: Alfredo Jornet Gil >> Subject: [Xmca-l] Resituating Funds of Identity >> To: "eXtended Mind, Culture, Activity" >> >> Message-ID: <1529045297954.74297@iped.uio.no> >> Content-Type: text/plain; charset="iso-8859-1" >> >> Dear all, >> >> >> it's been a quiet period here in xmca lately, partly, ?I >> am afraid, due to my failure to initiate or follow up the >> otherwis?e many and insightful conversations that >> characterise the list during this end of semester. But I >> am back with an invitation that I hope you will find >> interesting and, hopefully, worth participating in. >> >> >> I am attaching an article included in our Issue 2, for >> discussion here at xmca, but in a slightly new format. >> >> >> The article is entitled ??Resituating Funds of Identity >> Within Contemporary Interpretations of Perezhivanie, ?by >> Adam Poole and Jingyi Huang. Extending conceptualisations >> of funds of knowledge and funds of identity by means of >> drawing a connection with the concept perezhivanie, the >> authors present the idea of *existential* funds of >> identity. What makes interesting this latter concept is >> that, by contrast to a most frequent sole focus on >> positive community resources as constituting those funds >> of knowledge/activity, Poole and Huang propose exploring >> how not only positive, but also negative, life-changing >> experiences may become a potential resource for >> individual/collective activity. >> >> >> Usually, we invite the author to discuss with us her/his >> article. This time, we have also invited a discussant with >> extensive experience in the field of funds of knowledge. >> Thus, Adam Poole, as first author of the study, will be >> with us, sharing his views, motives, and challenges in >> developing the study. As discussant, we will have Moises >> Esteban-Guitart, who has kindly agreed to initiate the >> discussion and engage in what promises to be an exciting >> and constructive dialogue. They will be joining us soon, >> and we have also identified a list of scholars interested >> in similar issues that may be chiming in as we move on. In >> the meantime, I hope that many of you will get the chance >> to have a look at this interesting article and find it >> worth discussing. And of course, as always, everyone is >> welcome to contribute to the discussion. >> >> >> Looking forward to an engaging discussion, >> >> Alfredo >> >> >> >> >> -------------- next part -------------- >> An HTML attachment was scrubbed... >> URL: >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html >> >> -------------- next part -------------- >> A non-text attachment was scrubbed... >> Name: Resituating Funds of Identity Within Contemporary >> Interpretations of Perezhivanie.pdf >> Type: application/pdf >> Size: 1584180 bytes >> Desc: Resituating Funds of Identity Within Contemporary >> Interpretations of Perezhivanie.pdf >> Url : >> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf >> >> >> ------------------------------ >> >> _______________________________________________ >> xmca-l mailing list >> xmca-l@mailman.ucsd.edu >> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >> >> >> End of xmca-l Digest, Vol 59, Issue 2 >> ************************************* >> This message and any attachment are intended solely for >> the addressee and may contain confidential information. If >> you have received this message in error, please send it >> back to me, and immediately delete it. Please do not use, >> copy or disclose the information contained in this message >> or in any attachment. Any views or opinions expressed by >> the author of this email do not necessarily reflect the >> views of The University of Nottingham Ningbo China. This >> message has been checked for viruses but the contents of >> an attachment may still contain software viruses which >> could damage your computer system: you are advised to >> perform your own checks. Email communications with The >> University of Nottingham Ningbo China may be monitored as >> permitted by UK and Chinese legislation. > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180618/7fd579cc/attachment-0001.html > > ------------------------------ > > Message: 6 > Date: Sun, 17 Jun 2018 19:21:16 +0200 (CEST) > From: "MOISES ESTEBAN-GUITART" > Subject: [Xmca-l] Re: Resituating Funds of Identity > To: "eXtended Mind, Culture, Activity" > Message-ID: <49880.46.26.206.19.1529256076.squirrel@montseny.udg.edu> > Content-Type: text/plain;charset=iso-8859-1 > > First of all a ?triple thank you?. Thanks Alfredo for reopening this > collective space to ?inter-thinking?. Thank you Adam for your paper, in > particular, and your great contributions on the funds of knowledge and > funds of identity approach, in general. Thank you Andy for you insights > and for helping us to understand better the concept of ?perezhivanie?. > Indeed, as we know, it is a vague one, produced in the ending of > Vygotsky?s life and such as other vygotskian concepts we really need > develop it further. > > The Poole?s paper invited me to enrich the notion of funds of identity. > Grounded in the funds of knowledge approach, the funds of identity concept > try to intentionally reinforce the positive backgrounds and experiences of > learners to overcome the deficit thinking in education (to sum up: by > reducing marginalized school population to a sum of cultural, social, > linguistic deficits). However, our experience is not only light. And in > the dark funds of knowledge suggested by Zipin, existential funds of > identity invite us to capture a more holistic view on people?s experience. > In my opinion, deep learning (meaningful, significant learning) is based > on the recognition and transformation of learners? identities. This > assertion, that would be one of my working hypothesis, assumes three > theoretical principles: (1) that human identities are culturally-situated > and distributed (geographical funds of identity, cultural funds of > identity, institutional funds of identity and so on); (2) that there is a > constitutive link between learning and identity (as so many scholars > suggested and developed) and (3) that meaning (significant experience) > plays an important role as a learning generator. Here in mind, I would > like to share three questions or topics that can help us to understand the > Adam Poole?s paper, in particular, and further advance our > conceptualization on contemporary topics as perezhivanie, in general. > > 1) Do you think that existential funds of identity should be > considered as > a type of funds of identity? In other words, should be incorporated into > the prior classification into geographical, practical, institutional, > cultural and social funds of identity? Or may be should be considered as a > ?re-theorization? of funds of identity? > 2) How we could link the concepts of identity and perezhivanie? > 3) One of the aims of funds of identity is to develop an approach to > the > construct ?identity? that had educational implications. What are the > educational/pedagogical implications of the existential funds of identity? > > moises > > -- > Mois?s Esteban Guitart > Director > Institut de Recerca Educativa > Facultat d'Educaci? i Psicologia > Universitat de Girona > > http://mipe.psyed.edu.es/ca/ > http://psicologia.udg.edu/PTCEDH/presentation.asp > https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en > >> Think of the origin of the idea of "catharsis." Originally >> it referred to the experience of an audience watching a >> Greek drama - their own emotions are played out in front of >> them. Later is referred to a medical method of "purging" an >> illness through vomiting, and it was adapted from there to >> refer to the talking cure, in which the patient externalised >> their problem with the help of the therapist. From >> psychotherapy it entered popular culture as an image of >> someone experiencing a traumatic personal transformation, I >> think. >> >> >> You may be quite right in terms of phases, Adam, but I think >> "reflection" and "catharsis" are closely tied together. I >> talked a lot about catharsis being to do with "processing" >> an experience, overcoming it, integrating it into one's >> personality, which does indeed sound like something very >> different from "catharsis" as I've just described it. >> >> >> It's up to you guys who are doing the qualitative research >> to figure it out though. >> >> >> Andy >> >> ------------------------------------------------------------ >> Andy Blunden >> http://www.ethicalpolitics.org/ablunden/index.htm >> On 18/06/2018 1:33 AM, Adam Poole (16517826) wrote: >>> Hi, >>> Thanks to Andy for getting the discussion started >>> on Resituating Funds of Identity. >>> In response to describing a perezhivanie in terms of >>> phases - I think it may be because I interpreted >>> the working over of a critical episode in terms of a >>> process, and so divided a perezhivanie into three phases. >>> This was also a result of the data - I took your >>> interpretation of a perezhivanie and used it to analyse >>> the data, but in analyzing the data, there appeared to be >>> a distinction between reflection and catharsis, which I >>> lead utilized in interpretation your interpretation of a >>> perezhivanie! >>> I had in mind the dictionary definition of phase:'a >>> distinct period or stage in a process of change or forming >>> part of something's development' (from Google) and 'a >>> distinguishable part in a course, development, or cycle: >>> >>> * the early phases of her career' from the >>> Merriam-Webster online dictionary. >>> >>> * >>> >>> >>> I also understood reflection as a pre-requisite for >>> catharsis, in that a critical episode may remain >>> unaddressed or perhaps even repressed (or blocked), but >>> becoming conscious of the episode leads a person to >>> reflect on it which in turn can lead to catharsis. >>> Similarly, reflecting on your life, through narrative, >>> such as funds of identity approaches, can trigger >>> reflection and unblock a critical episode which can lead >>> to catharsis and integration. >>> Adam >>> * >>> * >>> *From:* Andy Blunden >> > >>> *Date:* 15 June 2018 at 16:52:58 CEST >>> *To:* >> > >>> *Subject:* *[Xmca-l] Re: Resituating Funds of Identity* >>> *Reply-To:* "eXtended Mind, Culture, Activity" >>> > >>> >>> I really liked this paper. I would like to make a brief >>> response on the following passage which cites my own work: >>> "Accordingly, Blunden distinguished three main units or >>> phases in his account of /perezhivanie/, >>> which, according to our data, occur in the following >>> order: critical episode, reflection, catharsis >>> and integration. That said, it has to be stressed that >>> this movement may not be linear or occur in the >>> order that we here present. We define the three phases of >>> a /perezhivanie/as follows: >>> ??? Critical episode: a traumatic experience or a >>> life-changing episode in one???s life that leads to a >>> blockage in psychological development. >>> ??? Reflection: the process of becoming conscious of, >>> reflecting on, and talking about the critical >>> episode with a significant other, such as a teacher or a >>> parent. >>> ??? Catharsis and integration: the processing or working >>> over of a critical episode in order to >>> assimilate it into the personality." >>> The summary is a good one. As to the interpretation in dot >>> point, I would make the following observations: >>> >>> * The critical episode may be an /unblocking/. I often >>> reflect on an important /perezhivanie /in my life in >>> which a protracted negative experience of which I was >>> hardly conscious, I broke through in one critical >>> episode only seconds in duration which was utterly >>> exhilarating, and as it happened the world changed >>> around me and I became new person, in my own and >>> others' eyes. >>> * Reflection is an integral part of catharsis I think. I >>> don't know how I would express this in terms of >>> "phases." I really see it as a two-phase process, >>> though on reflection just now, I have realised that >>> there was a gradual phase preceding the critical >>> episode which I had not thought about before. I grant >>> that there are internal "meditative" processes as well >>> as changes in social interaction. So the distinction >>> between the internal and external processes is valid, >>> but I don't think they can be separated in 'phases'. >>> >>> While I agree that a dichotomy between positive and >>> negative experiences is questionable, the distinction is >>> needed. The positive episode is developmental only because >>> of the preceding negative experience preceding it. >>> >>> Andy >>> ------------------------------------------------------------ >>> Andy Blunden >>> http://www.ethicalpolitics.org/ablunden/index.htm >>> Andy Blunden's Home Page >>> >>> www.ethicalpolitics.org >>> Andy Blunden's Home Page with links to pages I maintain >>> and mail-to buttons >>> >>> >>> ------------------------------------------------------------ >>> On 15/06/2018 4:48 PM, Alfredo Jornet Gil wrote: >>> Dear all, >>> >>> it's been a quiet period here in xmca lately, partly, I am >>> afraid, due to my failure to initiate or follow up the >>> otherwise many and insightful conversations that >>> characterise the list during this end of semester. But I >>> am back with an invitation that I hope you will find >>> interesting and, hopefully, worth participating in. >>> >>> I am attaching an article included in our Issue 2, for >>> discussion here at xmca, but in a slightly new format. >>> >>> The article is entitled /Resituating Funds of Identity >>> Within Contemporary Interpretations of Perezhivanie, /by >>> Adam Poole and Jingyi >>> Huang. Extending conceptualisations of funds of knowledge >>> and funds of identity by means of drawing a connection >>> with the concept perezhivanie, the authors present the >>> idea of *existential* funds of identity. What makes >>> interesting this latter concept is that, by contrast to a >>> most frequent sole focus on positive community resources >>> as constituting those funds of knowledge/activity, Poole >>> and Huang propose exploring how not only positive, but >>> also negative, life-changing experiences may become a >>> potential resource for individual/collective activity. >>> >>> Usually, we invite the author to discuss with us her/his >>> article. This time, we have also invited a discussant with >>> extensive experience in the field of funds of knowledge. >>> Thus, Adam Poole, as first author of the study, will be >>> with us, sharing his views, motives, and challenges in >>> developing the study. As discussant, we will have Moises >>> Esteban-Guitart, who has kindly agreed to initiate the >>> discussion and engage in what promises to be an exciting >>> and constructive dialogue. They will be joining us soon, >>> and we have also identified a list of scholars interested >>> in similar issues that may be chiming in as we move on. In >>> the meantime, I hope that many of you will get the chance >>> to have a look at this interesting article and find it >>> worth discussing. And of course, as always, everyone is >>> welcome to contribute to the discussion. >>> >>> Looking forward to an engaging discussion, >>> Alfredo >>> >>> >>> >>> ------------------------------------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of >>> xmca-l-request@mailman.ucsd.edu >>> >>> *Sent:* 15 June 2018 14:50 >>> *To:* xmca-l@mailman.ucsd.edu >>> *Subject:* xmca-l Digest, Vol 59, Issue 2 >>> >>> Send xmca-l mailing list submissions to >>> xmca-l@mailman.ucsd.edu >>> >>> To subscribe or unsubscribe via the World Wide Web, visit >>> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >>> >>> or, via email, send a message with subject or body 'help' to >>> xmca-l-request@mailman.ucsd.edu >>> >>> You can reach the person managing the list at >>> xmca-l-owner@mailman.ucsd.edu >>> >>> When replying, please edit your Subject line so it is more >>> specific >>> than "Re: Contents of xmca-l digest..." >>> >>> >>> Today's Topics: >>> >>> 1. Re: cultural constructions of childhood? (Katherine >>> Wester Neal) >>> 2. Re: cultural constructions of childhood? (Greg Thompson) >>> 3. Re: cultural constructions of childhood? (Greg Thompson) >>> 4. Necessities and Necessariness (David Kellogg) >>> 5. Re: Necessities and Necessariness (Andy Blunden) >>> 6. Resituating Funds of Identity (Alfredo Jornet Gil) >>> >>> >>> ---------------------------------------------------------------------- >>> >>> Message: 1 >>> Date: Wed, 6 Jun 2018 01:13:52 +0000 >>> From: Katherine Wester Neal >>> Subject: [Xmca-l] Re: cultural constructions of childhood? >>> To: "eXtended Mind, Culture, Activity" >>> >>> Message-ID: >>> >>> >>> >>> Content-Type: text/plain; charset="utf-8" >>> >>> Thanks again! I'd forgotten about the Babies movie, and >>> yes, it's perfect for this course. Now I have lots of >>> reading to do! >>> >>> >>> If a database of collected works becomes available, I'd be >>> happy to post the syllabus. It's for an undergrad seminar >>> course. >>> >>> ________________________________ >>> From: xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Alfredo >>> Jornet Gil >>> Sent: Tuesday, June 5, 2018 5:00:34 PM >>> To: eXtended Mind, Culture, Activity >>> Subject: [Xmca-l] Re: cultural constructions of childhood? >>> >>> >>> That was a great list of recommendations you got, Katie, I >>> am glad. >>> >>> >>> Things are going slower than anticipated, but hopefully we >>> will sooner than later have a web platform for collecting >>> this type of resources, such as course syllabus, etc. in >>> one place, so that next time someone looks for the same, >>> they can find it immediately. Right now, is still possible >>> to do searches using keywords in xmca: >>> http://lchc.ucsd.edu/MCA/Mail/index.html >>> but we are >>> hoping this will be very much improved. ? >>> >>> Cheers, >>> >>> Alfredo >>> >>> >>> >>> ________________________________ >>> From: xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Martin >>> Packer >>> Sent: 05 June 2018 22:12 >>> To: eXtended Mind, Culture, Activity >>> Subject: [Xmca-l] Re: cultural constructions of childhood? >>> >>> Some resources here too: >>> >>> >>> >>> Martin >>> >>> >>> >>> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> > wrote: >>> >>> Yes, very helpful suggestions, and thank you! Potential >>> article suggestions also welcome... :) >>> >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> ________________________________ >>> From: >>> xmca-l-bounces@mailman.ucsd.edu >>> > >>> on behalf of Jonathan Tudge >>> > >>> Sent: Tuesday, June 5, 2018 2:24:18 PM >>> To: eXtended Mind, Culture, Activity >>> Subject: [Xmca-l] Re: cultural constructions of childhood? >>> >>> Hi, Katie, >>> >>> Here's another one that you might find interesting. >>> >>> I, personally, think it's brilliant. >>> >>> https://www.amazon.com/Everyday-Lives-Young-Children-Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr=8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+class+and+child+rearing >>> >>> Cheers, >>> >>> Jon >>> >>> >>> ~~~~~~~~~~~ >>> >>> Jonathan Tudge >>> >>> Professor >>> Office: 155 Stone >>> >>> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >>> >>> >>> A new book just published: Tudge, J. & Freitas, L. (Eds.) >>> Developing gratitude in children and >>> adolescents, >>> Cambridge, UK: Cambridge University Press >>> >>> My web site:http://www.uncg.edu/hdf/faculty/tudge >>> >>> Mailing address: >>> 248 Stone Building >>> Department of Human Development and Family Studies >>> PO Box 26170 >>> The University of North Carolina at Greensboro >>> Greensboro, NC 27402-6170 >>> USA >>> >>> phone (336) 223-6181 >>> fax (336) 334-5076 >>> >>> >>> >>> >>> >>> >>> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> > wrote: >>> Katie, I believe that someone mentioned this? :) >>> >>> >>> >>> Martin >>> >>> "I may say that whenever I meet Mrs. Seligman or Dr. Lowie >>> or discuss matters with Radcliffe-Brown or Kroeber, I >>> become at once aware that my partner does not understand >>> anything in the matter, and I end usually with the feeling >>> that this also applies to myself? (Malinowski, 1930) >>> >>> >>> >>> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> > wrote: >>> >>> >>> Hello xmca-ers, >>> >>> Long time reader, rare contributor with a question for a >>> course I'll be teaching soon. Besides Rogoff's Cultural >>> Nature of Human Development, what else would you recommend >>> in that vein? In the course, we will be exploring multiple >>> constructions of childhood across different cultures. >>> >>> Thanks for your help, >>> Katie >>> >>> Katie Wester-Neal, Ph.D. >>> Assistant Professor >>> Teacher Education & Literacy >>> Gordon State College >>> >>> >>> >>> -------------- next part -------------- >>> An HTML attachment was scrubbed... >>> URL: >>> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/1c0da0eb/attachment-0001.html >>> >>> >>> ------------------------------ >>> >>> Message: 2 >>> Date: Wed, 6 Jun 2018 13:22:31 +0900 >>> From: Greg Thompson >>> Subject: [Xmca-l] Re: cultural constructions of childhood? >>> To: "eXtended Mind, Culture, Activity" >>> >>> Message-ID: >>> >>> >>> Content-Type: text/plain; charset="utf-8" >>> >>> Hopefully not too late, David Lancy's The Anthropology of >>> Childhood: >>> Cherubs, Chattel, and Changelings has a nice sampling of >>> childhoods across >>> multiple cultures. >>> >>> Also, some classics from a Western historical perspective: >>> Joseph Kett's Rites of Passage: Adolescence in America >>> 1790 to Present >>> Phillip Aries' Centuries of Childhood >>> >>> And a sociological one that looked interesting: >>> https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and%20the%20construction%20of%20childhood&f=false >>> >>> And I came across this more accessible book while >>> searching for the Kett >>> and thought it might be useful (I haven't read it and so >>> can't vouch for >>> quality): >>> https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett%20history%20of%20childhood&f=false >>> >>> Good luck! >>> -greg >>> >>> >>> >>> >>> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >>> >>> wrote: >>> >>> > Thanks again! I'd forgotten about the * Babies* movie, >>> and yes, it's >>> > perfect for this course. Now I have lots of reading to do! >>> > >>> > >>> > If a database of collected works becomes available, I'd >>> be happy to post >>> > the syllabus. It's for an undergrad seminar course. >>> > ------------------------------ >>> > *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> > on behalf of Alfredo Jornet Gil >>> > *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>> > >>> > *To:* eXtended Mind, Culture, Activity >>> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> > >>> > >>> > That was a great list of recommendations you got, Katie, >>> I am glad. >>> > >>> > >>> > Things are going slower than anticipated, but hopefully >>> we will sooner >>> > than later have a web platform for collecting this type >>> of resources, such >>> > as course syllabus, etc. in one place, so that next time >>> someone looks for >>> > the same, they can find it immediately. Right now, is >>> still possible to do >>> > searches using keywords in xmca: >>> http://lchc.ucsd.edu/MCA/Mail/index.html >>> but >>> > we are hoping this will be very much improved. ? >>> > >>> > Cheers, >>> > >>> > Alfredo >>> > >>> > >>> > >>> > >>> > ------------------------------ >>> > *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> > on behalf of Martin Packer >>> > *Sent:* 05 June 2018 22:12 >>> > *To:* eXtended Mind, Culture, Activity >>> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> > >>> > Some resources here too: >>> > >>> > >>> >>> > >>> > Martin >>> > >>> > >>> > >>> > On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> wrote: >>> > >>> > Yes, very helpful suggestions, and thank you! Potential >>> article >>> > suggestions also welcome... :) >>> > >>> > Katie Wester-Neal, Ph.D. >>> > Assistant Professor >>> > Teacher Education & Literacy >>> > Gordon State College >>> > >>> > >>> > ------------------------------ >>> > *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> > on behalf of Jonathan Tudge >>> > *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>> > *To:* eXtended Mind, Culture, Activity >>> > *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>> > >>> > Hi, Katie, >>> > >>> > Here's another one that you might find interesting. >>> > >>> > I, personally, think it's brilliant. >>> > >>> > https://www.amazon.com/Everyday-Lives-Young-Children- >>> > Societies-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid= >>> > 1528222902&sr=8-1&keywords=everyday+lives+of+young+ >>> > children%3A+culture%2C+class+and+child+rearing >>> > >>> > Cheers, >>> > >>> > Jon >>> > >>> > >>> > ~~~~~~~~~~~ >>> > >>> > Jonathan Tudge >>> > >>> > Professor >>> > Office: 155 Stone >>> > >>> > Our work on gratitude: >>> http://morethanthanks.wp.uncg.edu/ >>> >>> > >>> > A new book just published: Tudge, J. & Freitas, L. >>> (Eds.) Developing >>> > gratitude in children and adolescents >>> > >>> , >>> > Cambridge, UK: Cambridge University Press >>> > >>> > My web site:http://www.uncg.edu/hdf/faculty/tudge >>> > >>> > Mailing address: >>> > 248 Stone Building >>> > Department of Human Development and Family Studies >>> > PO Box 26170 >>> > The University of North Carolina at Greensboro >>> > Greensboro, NC 27402-6170 >>> > USA >>> > >>> > phone (336) 223-6181 >>> > fax (336) 334-5076 >>> > >>> > >>> > >>> > >>> > >>> > >>> > On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> wrote: >>> > >>> > Katie, I believe that someone mentioned this? :) >>> > >>> > >> > ural-Perspective/dp/1473993377> >>> > >>> > Martin >>> > >>> > *"I may say that whenever I meet Mrs. Seligman or Dr. >>> Lowie or discuss >>> > matters with Radcliffe-Brown or Kroeber, I become at >>> once aware that my >>> > partner does not understand anything in the matter, and >>> I end usually with >>> > the feeling that this also applies to myself? >>> (Malinowski, 1930)* >>> > >>> > >>> > >>> > On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> wrote: >>> > >>> > Hello xmca-ers, >>> > >>> > Long time reader, rare contributor with a question for a >>> course I'll be >>> > teaching soon. Besides Rogoff's *Cultural Nature of >>> Human Development*, >>> > what else would you recommend in that vein? In the >>> course, we will be >>> > exploring multiple constructions of childhood across >>> different cultures. >>> > >>> > Thanks for your help, >>> > Katie >>> > >>> > Katie Wester-Neal, Ph.D. >>> > Assistant Professor >>> > Teacher Education & Literacy >>> > Gordon State College >>> > >>> > >>> > >>> > >>> > >>> >>> >>> -- >>> Gregory A. Thompson, Ph.D. >>> Assistant Professor >>> Department of Anthropology >>> 880 Spencer W. Kimball Tower >>> Brigham Young University >>> Provo, UT 84602 >>> WEBSITE: greg.a.thompson.byu.edu >>> http://byu.academia.edu/GregoryThompson >>> -------------- next part -------------- >>> An HTML attachment was scrubbed... >>> URL: >>> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180606/d90dd88d/attachment-0001.html >>> >>> >>> ------------------------------ >>> >>> Message: 3 >>> Date: Thu, 7 Jun 2018 13:07:41 +0900 >>> From: Greg Thompson >>> Subject: [Xmca-l] Re: cultural constructions of childhood? >>> To: "eXtended Mind, Culture, Activity" >>> >>> Message-ID: >>> >>> >>> Content-Type: text/plain; charset="utf-8" >>> >>> and a few more on the anthropology front (in case you are >>> still interested): >>> >>> Bambi Chapin's *Childhood in a Sri Lankan Village* is very >>> good. Gottlieb >>> and De Loache have a new *A World of Babies* edition out. >>> >>> ?And ? >>> Elise Berman >>> ? has a book coming out at the end of January that does >>> some good >>> theorizing of "age", including "childhood". The title of >>> her book is: >>> *Talking Like Children: Language and the Production of Age >>> in the Marshall >>> Islands.* Oxford University Press >>> >>> >>> On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson >>> >>> wrote: >>> >>> > Hopefully not too late, David Lancy's The Anthropology >>> of Childhood: >>> > Cherubs, Chattel, and Changelings has a nice sampling of >>> childhoods across >>> > multiple cultures. >>> > >>> > Also, some classics from a Western historical perspective: >>> > Joseph Kett's Rites of Passage: Adolescence in America >>> 1790 to Present >>> > Phillip Aries' Centuries of Childhood >>> > >>> > And a sociological one that looked interesting: >>> > https://books.google.co.kr/books?hl=en&lr=&id=q_ >>> > EjCQAAQBAJ&oi=fnd&pg=PP1&dq=anthropology+and+the+ >>> > construction+of+childhood&ots=EiPR30OMTA&sig=MUq_ >>> > 2SbvNv0MKZAx9DggFETLTi0#v=onepage&q=anthropology%20and% >>> > 20the%20construction%20of%20childhood&f=false >>> > >>> > And I came across this more accessible book while >>> searching for the Kett >>> > and thought it might be useful (I haven't read it and so >>> can't vouch for >>> > quality): >>> > https://books.google.co.kr/books?hl=en&lr=&id= >>> > A19CDwAAQBAJ&oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots= >>> > EJq_5BUBr4&sig=g_CvUkXGi32W18dhwKP-IZZecdI#v= >>> > onepage&q=kett%20history%20of%20childhood&f=false >>> > >>> > Good luck! >>> > -greg >>> > >>> > >>> > >>> > >>> > On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >>> >>> > wrote: >>> > >>> >> Thanks again! I'd forgotten about the * Babies* movie, >>> and yes, it's >>> >> perfect for this course. Now I have lots of reading to do! >>> >> >>> >> >>> >> If a database of collected works becomes available, I'd >>> be happy to post >>> >> the syllabus. It's for an undergrad seminar course. >>> >> ------------------------------ >>> >> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> >> on behalf of Alfredo Jornet Gil >>> >> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>> >> >>> >> *To:* eXtended Mind, Culture, Activity >>> >> *Subject:* [Xmca-l] Re: cultural constructions of >>> childhood? >>> >> >>> >> >>> >> That was a great list of recommendations you got, >>> Katie, I am glad. >>> >> >>> >> >>> >> Things are going slower than anticipated, but hopefully >>> we will sooner >>> >> than later have a web platform for collecting this type >>> of resources, such >>> >> as course syllabus, etc. in one place, so that next >>> time someone looks for >>> >> the same, they can find it immediately. Right now, is >>> still possible to do >>> >> searches using keywords in xmca: >>> http://lchc.ucsd.edu/MCA/Mail/index.html >>> but >>> >> we are hoping this will be very much improved. ? >>> >> >>> >> Cheers, >>> >> >>> >> Alfredo >>> >> >>> >> >>> >> >>> >> >>> >> ------------------------------ >>> >> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> >> on behalf of Martin Packer >>> >> *Sent:* 05 June 2018 22:12 >>> >> *To:* eXtended Mind, Culture, Activity >>> >> *Subject:* [Xmca-l] Re: cultural constructions of >>> childhood? >>> >> >>> >> Some resources here too: >>> >> >>> >> >>> >>> >> >>> >> Martin >>> >> >>> >> >>> >> >>> >> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>> wrote: >>> >> >>> >> Yes, very helpful suggestions, and thank you! Potential >>> article >>> >> suggestions also welcome... :) >>> >> >>> >> Katie Wester-Neal, Ph.D. >>> >> Assistant Professor >>> >> Teacher Education & Literacy >>> >> Gordon State College >>> >> >>> >> >>> >> ------------------------------ >>> >> *From:* xmca-l-bounces@mailman.ucsd.edu >>> >>> >> on behalf of Jonathan Tudge >>> >> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>> >> *To:* eXtended Mind, Culture, Activity >>> >> *Subject:* [Xmca-l] Re: cultural constructions of >>> childhood? >>> >> >>> >> Hi, Katie, >>> >> >>> >> Here's another one that you might find interesting. >>> >> >>> >> I, personally, think it's brilliant. >>> >> >>> >> >>> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >>> >> >>> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >>> >> 8-1&keywords=everyday+lives+of+young+children%3A+culture% >>> >> 2C+class+and+child+rearing >>> >> >>> >> Cheers, >>> >> >>> >> Jon >>> >> >>> >> >>> >> ~~~~~~~~~~~ >>> >> >>> >> Jonathan Tudge >>> >> >>> >> Professor >>> >> Office: 155 Stone >>> >> >>> >> Our work on gratitude: >>> http://morethanthanks.wp.uncg.edu/ >>> >>> >> >>> >> A new book just published: Tudge, J. & Freitas, L. >>> (Eds.) Developing >>> >> gratitude in children and adolescents >>> >> >>> , >>> >> Cambridge, UK: Cambridge University Press >>> >> >>> >> My web site:http://www.uncg.edu/hdf/faculty/tudge >>> >> >>> >> Mailing address: >>> >> 248 Stone Building >>> >> Department of Human Development and Family Studies >>> >> PO Box 26170 >>> >> The University of North Carolina at Greensboro >>> >> Greensboro, NC 27402-6170 >>> >> USA >>> >> >>> >> phone (336) 223-6181 >>> >> fax (336) 334-5076 >>> >> >>> >> >>> >> >>> >> >>> >> >>> >> >>> >> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>> wrote: >>> >> >>> >> Katie, I believe that someone mentioned this? :) >>> >> >>> >> >>> >> >> ural-Perspective/dp/1473993377> >>> >> >>> >> Martin >>> >> >>> >> *"I may say that whenever I meet Mrs. Seligman or Dr. >>> Lowie or discuss >>> >> matters with Radcliffe-Brown or Kroeber, I become at >>> once aware that my >>> >> partner does not understand anything in the matter, and >>> I end usually with >>> >> the feeling that this also applies to myself? >>> (Malinowski, 1930)* >>> >> >>> >> >>> >> >>> >> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>> >>> >> wrote: >>> >> >>> >> Hello xmca-ers, >>> >> >>> >> Long time reader, rare contributor with a question for >>> a course I'll be >>> >> teaching soon. Besides Rogoff's *Cultural Nature of >>> Human Development*, >>> >> what else would you recommend in that vein? In the >>> course, we will be >>> >> exploring multiple constructions of childhood across >>> different cultures. >>> >> >>> >> Thanks for your help, >>> >> Katie >>> >> >>> >> Katie Wester-Neal, Ph.D. >>> >> Assistant Professor >>> >> Teacher Education & Literacy >>> >> Gordon State College >>> >> >>> >> >>> >> >>> >> >>> >> >>> > >>> > >>> > -- >>> > Gregory A. Thompson, Ph.D. >>> > Assistant Professor >>> > Department of Anthropology >>> > 880 Spencer W. Kimball Tower >>> > Brigham Young University >>> > Provo, UT 84602 >>> > WEBSITE: greg.a.thompson.byu.edu >>> > http://byu.academia.edu/GregoryThompson >>> >>> > >>> >>> >>> >>> -- >>> Gregory A. Thompson, Ph.D. >>> Assistant Professor >>> Department of Anthropology >>> 880 Spencer W. Kimball Tower >>> Brigham Young University >>> Provo, UT 84602 >>> WEBSITE: greg.a.thompson.byu.edu >>> http://byu.academia.edu/GregoryThompson >>> -------------- next part -------------- >>> An HTML attachment was scrubbed... >>> URL: >>> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180607/e1e48176/attachment-0001.html >>> >>> >>> ------------------------------ >>> >>> Message: 4 >>> Date: Sat, 9 Jun 2018 07:00:06 +0900 >>> From: David Kellogg >>> Subject: [Xmca-l] Necessities and Necessariness >>> To: "eXtended Mind, Culture, Activity" >>> >>> Message-ID: >>> >>> >>> Content-Type: text/plain; charset="utf-8" >>> >>> Andy has an amazing on-line discussion, going back almost >>> exactly two >>> decades, on "Freedom as the Recognition of Necessity", >>> which was Engels's >>> exaptation of a Heglian formulation (which in turn comes >>> from Spinoza. >>> >>> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >>> >>> As I understand it, Andy is arguing that freedom as the >>> recognition of >>> necessity in Hegel and Spinoza is a kind of philosophical >>> resignation to >>> one's fate, but in Marx and Vygotsky it is a kind of >>> active realization of >>> one's own labor and hence one's own selfhood in the >>> transformation of the >>> environment. >>> >>> The Soviet model of Marxism is a negation of both of >>> these. On the one >>> hand, externalization is active in nature, because it >>> really involves >>> turning the tables on the environment and forcing it to >>> adapt to human >>> necessities. And on the other hand it has very little room >>> for "one's own >>> labor" and still less for "one's own selfhood": "One" is not a >>> statistically significant, hence not a necessary, number. >>> >>> I think one way to reconcile this view with Andy's view is >>> to make a >>> distinction between externalization as the recognition of >>> the necessariness >>> of necessities, and externalization as the recognition of >>> both one's own >>> necessariness and that of others. These seem to me to be >>> two distinct >>> processes, belonging to two different stages of >>> development (and to the >>> deveopment of tools on the one hand and signs on the >>> other). But perhaps >>> "seem" is the word I should be stressing. >>> >>> (In the article linked below, which I did with my wife, >>> there is this four >>> year old girl who is trying to learn the times tables. She >>> keeps getting >>> stuck: Why can't you just put three and five together and >>> get thirty five? >>> Her grandmother is old school: your solution counts for >>> nothing: Your >>> presumed necessariness is not as important as instrumental >>> necessity. And >>> of course at one stage of development that is true; but >>> "sustainable >>> development" is everywhere and always a contradiction in >>> terms: no >>> development can ever sustain itself against itself.) >>> >>> David Kellogg >>> Sangmyung University >>> >>> New in *Early Years*, co-authored with Fang Li: >>> >>> When three fives are thirty-five: Vygotsky in a Hallidayan >>> idiom ? and >>> maths in the grandmother tongue >>> >>> Some free e-prints available at: >>> >>> https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >>> -------------- next part -------------- >>> An HTML attachment was scrubbed... >>> URL: >>> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/9ac37e86/attachment-0001.html >>> >>> >>> ------------------------------ >>> >>> Message: 5 >>> Date: Sat, 9 Jun 2018 12:00:59 +1000 >>> From: Andy Blunden >>> Subject: [Xmca-l] Re: Necessities and Necessariness >>> To: xmca-l@mailman.ucsd.edu >>> Message-ID: >>> <255d7729-f9a5-d554-db19-50a1834eb247@marxists.org> >>> Content-Type: text/plain; charset="utf-8" >>> >>> David, >>> >>> The text you have discovered is indeed 20 years old. At that >>> time I knew nothing about Hegel, and nor could I find anyone >>> to learn from, and there were very few philosophical texts >>> available on the nascent internet. So I started copy-typing >>> Hegel texts on to my web site and encouraging people to >>> discuss them. This was my own do-it-yourself university. And >>> I have preserved this old discussion in case they are of use >>> to others. >>> >>> Now, the text you discovered is written *all* by my old >>> friend Davie MacLean, who was in those days a big fan of >>> Heidegger but an avid student of all philosophy. The first >>> part is addressed to me and the second part copied from a >>> letter from Davie to Cyril Smith, my star participant in >>> that discussion. Davie and I were both enthralled with >>> Cyril's new book, "Marx at the Millennium" and Cyril's >>> participation was an attractor for people to join in the >>> discussion. >>> >>> Here are some messages from Cyril to give you context: >>> https://www.marxists.org/reference/archive/hegel/txt/cyril25.htm >>> >>> Much as I enjoyed my debates with Davie, I did not emerge >>> from them as a fan of Heidegger. During the past 6 months I >>> have been spending a lot of time studying Hegel's Philosophy >>> of Right. I certainly do not see the question, and nor did >>> Hegel, in terms of "reconciliation to one's fate," which is >>> indeed much closer to Spinoza's view. >>> >>> Andy >>> >>> ------------------------------------------------------------ >>> Andy Blunden >>> http://www.ethicalpolitics.org/ablunden/index.htm >>> On 9/06/2018 8:00 AM, David Kellogg wrote: >>> > Andy has an amazing on-line discussion, going back almost >>> > exactly two decades, on "Freedom as the Recognition of >>> > Necessity", which was Engels's exaptation of a Heglian >>> > formulation (which in turn comes from Spinoza. >>> > >>> > >>> https://www.marxists.org/reference/archive/hegel/txt/davie07.htm >>> > >>> > As I understand it, Andy is arguing that freedom as the >>> > recognition of necessity in Hegel and Spinoza is a kind of >>> > philosophical resignation to one's fate, but in Marx and >>> > Vygotsky it is a kind of active realization of one's own >>> > labor and hence one's own selfhood in the transformation >>> > of the environment. >>> > >>> > The Soviet model of Marxism is a negation of both of >>> > these. On the one hand, externalization is active in >>> > nature, because it really involves turning the tables on >>> > the environment and forcing it to adapt to human >>> > necessities. And on the other hand it has very little room >>> > for "one's own labor" and still less for "one's own >>> > selfhood": "One" is not a statistically significant, hence >>> > not a necessary, number. >>> > >>> > I think one way to reconcile this view with Andy's view is >>> > to make a distinction between externalization as the >>> > recognition of the necessariness of necessities, and >>> > externalization as the recognition of both one's own >>> > necessariness and that of others. These seem to me to be >>> > two distinct processes, belonging to two different stages >>> > of development (and to the deveopment of tools on the one >>> > hand and signs on the other). But perhaps "seem" is the >>> > word I should be stressing. >>> > >>> > (In the article linked below, which I did with my >>> > wife, there is this four year old girl who is trying to >>> > learn the times tables. She keeps getting stuck: Why can't >>> > you just put three and five together and get thirty five? >>> > Her grandmother is old school: your solution counts for >>> > nothing: Your presumed necessariness is not as important >>> > as instrumental necessity. And of course at one stage of >>> > development that is true; but "sustainable development" is >>> > everywhere and always a contradiction in terms: no >>> > development can ever sustain itself against itself.) >>> > >>> > David Kellogg >>> > Sangmyung University >>> > >>> > New in /Early Years/, co-authored with Fang Li: >>> > >>> > When three fives are thirty-five: Vygotsky in a Hallidayan >>> > idiom ? and maths in the grandmother tongue >>> > >>> > Some free e-prints available at: >>> > >>> > https://www.tandfonline.com/eprint/7I8zYW3qkEqNBA66XAwS/full >>> > >>> > >>> >>> -------------- next part -------------- >>> An HTML attachment was scrubbed... >>> URL: >>> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180609/a827fb36/attachment-0001.html >>> >>> >>> ------------------------------ >>> >>> Message: 6 >>> Date: Fri, 15 Jun 2018 06:48:18 +0000 >>> From: Alfredo Jornet Gil >>> Subject: [Xmca-l] Resituating Funds of Identity >>> To: "eXtended Mind, Culture, Activity" >>> >>> Message-ID: <1529045297954.74297@iped.uio.no> >>> Content-Type: text/plain; charset="iso-8859-1" >>> >>> Dear all, >>> >>> >>> it's been a quiet period here in xmca lately, partly, ?I >>> am afraid, due to my failure to initiate or follow up the >>> otherwis?e many and insightful conversations that >>> characterise the list during this end of semester. But I >>> am back with an invitation that I hope you will find >>> interesting and, hopefully, worth participating in. >>> >>> >>> I am attaching an article included in our Issue 2, for >>> discussion here at xmca, but in a slightly new format. >>> >>> >>> The article is entitled ??Resituating Funds of Identity >>> Within Contemporary Interpretations of Perezhivanie, ?by >>> Adam Poole and Jingyi Huang. Extending conceptualisations >>> of funds of knowledge and funds of identity by means of >>> drawing a connection with the concept perezhivanie, the >>> authors present the idea of *existential* funds of >>> identity. What makes interesting this latter concept is >>> that, by contrast to a most frequent sole focus on >>> positive community resources as constituting those funds >>> of knowledge/activity, Poole and Huang propose exploring >>> how not only positive, but also negative, life-changing >>> experiences may become a potential resource for >>> individual/collective activity. >>> >>> >>> Usually, we invite the author to discuss with us her/his >>> article. This time, we have also invited a discussant with >>> extensive experience in the field of funds of knowledge. >>> Thus, Adam Poole, as first author of the study, will be >>> with us, sharing his views, motives, and challenges in >>> developing the study. As discussant, we will have Moises >>> Esteban-Guitart, who has kindly agreed to initiate the >>> discussion and engage in what promises to be an exciting >>> and constructive dialogue. They will be joining us soon, >>> and we have also identified a list of scholars interested >>> in similar issues that may be chiming in as we move on. In >>> the meantime, I hope that many of you will get the chance >>> to have a look at this interesting article and find it >>> worth discussing. And of course, as always, everyone is >>> welcome to contribute to the discussion. >>> >>> >>> Looking forward to an engaging discussion, >>> >>> Alfredo >>> >>> >>> >>> >>> -------------- next part -------------- >>> An HTML attachment was scrubbed... >>> URL: >>> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.html >>> >>> -------------- next part -------------- >>> A non-text attachment was scrubbed... >>> Name: Resituating Funds of Identity Within Contemporary >>> Interpretations of Perezhivanie.pdf >>> Type: application/pdf >>> Size: 1584180 bytes >>> Desc: Resituating Funds of Identity Within Contemporary >>> Interpretations of Perezhivanie.pdf >>> Url : >>> http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180615/8ee37950/attachment.pdf >>> >>> >>> ------------------------------ >>> >>> _______________________________________________ >>> xmca-l mailing list >>> xmca-l@mailman.ucsd.edu >>> https://mailman.ucsd.edu/mailman/listinfo/xmca-l >>> >>> >>> End of xmca-l Digest, Vol 59, Issue 2 >>> ************************************* >>> This message and any attachment are intended solely for >>> the addressee and may contain confidential information. If >>> you have received this message in error, please send it >>> back to me, and immediately delete it. Please do not use, >>> copy or disclose the information contained in this message >>> or in any attachment. Any views or opinions expressed by >>> the author of this email do not necessarily reflect the >>> views of The University of Nottingham Ningbo China. This >>> message has been checked for viruses but the contents of >>> an attachment may still contain software viruses which >>> could damage your computer system: you are advised to >>> perform your own checks. Email communications with The >>> University of Nottingham Ningbo China may be monitored as >>> permitted by UK and Chinese legislation. >> >> > > > > > > ------------------------------ > > Message: 7 > Date: Tue, 19 Jun 2018 02:14:18 +0000 > From: "Adam Poole (16517826)" > Subject: [Xmca-l] Re-situating funds of identity within contemporary > interpretations of perezhivanie > To: "xmca-l@mailman.ucsd.edu" > Message-ID: > > > Content-Type: text/plain; charset="windows-1252" > > > Thanks to Moises for posting some questions about the article that I would > like to respond to. > > > I will first include his summary and interpretation of the paper and then > respond to his questions. > > > > Interpretation of paper > > > The Poole?s paper invited me to enrich the notion of funds of identity. > Grounded in the funds of knowledge approach, the funds of identity concept > try to intentionally reinforce the positive backgrounds and experiences of > learners to overcome the deficit thinking in education (to sum up: by > reducing marginalized school population to a sum of cultural, social, > linguistic deficits). However, our experience is not only light. And in > the dark funds of knowledge suggested by Zipin, existential funds of > identity invite us to capture a more holistic view on people?s experience. > In my opinion, deep learning (meaningful, significant learning) is based > on the recognition and transformation of learners? identities. This > assertion, that would be one of my working hypothesis, assumes three > theoretical principles: (1) that human identities are culturally-situated > and distributed (geographical funds of identity, cultural funds of > identity, institutional funds of identity and so on); (2) that there is a > constitutive link between learning and identity (as so many scholars > suggested and developed) and (3) that meaning (significant experience) > plays an important role as a learning generator. Here in mind, I would > like to share three questions or topics that can help us to understand the > Adam Poole?s paper, in particular, and further advance our > conceptualization on contemporary topics as perezhivanie, in general. > > > Questions > > 1) Do you think that existential funds of identity should be > considered as a type of funds of identity? In other words, should be > incorporated into the prior classification into geographical, practical, > institutional, cultural and social funds of identity? Or may be should be > considered as a ?re-theorization? of funds of identity? > > > This is a question that I have been struggling with for some time. When I > initially uncovered existential funds of identity I considered to be more > than a type of funds of identity. I couldn't see how it related to the > five categories that you proposed, as to me the type of identity being > described was more internal or meditative. However, the more I researched > into the funds of identity concept and its theoretical underpinnings, the > more I came to question this conclusion. Firstly, funds of identity, as I > understand it, is predicated upon a synthesis of macro and micro-level > approaches to culture - that is, identity is embedded in artefacts and > social practices and therefore is distributed in nature. However, to bring > in the concept of perezhivanie, individuals construct new identities from > the social identities that surround them. In contrast, I initially > understood existential funds of identity as largely phenomenological in > nature. However, on reflection, I realised that issues to do with identity > confusion, relationship problems, etc, are social in nature. > > > So, existential funds of identity should be seen as a complement to funds > of identity, rather than a re-theorisation of it. Most significantly, it > can be used to show how negative experiences can be drawn on in order to > bring about positive pedagogical outcomes. > > > However, I would be interested to know if anyone else thinks that > existential funds of identity complements or contradicts the concept > developed by Moises. > > > 2) How we could link the concepts of identity and perezhivanie? > > > Good question! For me. identity is an open-ended process that is both > personal and social in nature. For this reason, perezhivanie is a really > useful concept to bring this relationship into focus. Firstly, it shows > how development is the result of the dialectical relationship between the > mind and the environment. This relates to identity in a big way, as it > suggests that identity is quite fluid: we are different people in > different times and across different contexts. Perezhivanie is relevant > here as it helps to explain the way individuals relate differentially to > their environments. In relation to my teaching, I have found that students > do not embody fixed identities that they take with them from class to > class, but construct new identities in response to their classes - the > teacher, the students, the subject. To draw upon, and extend Thompson and > Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do > not only bring one school bag with them, but have many different bags from > which they draw in the construction, and performance, of their classroom > identities. > > > This realisation lead me to question the role of labelling that you often > find in staff rooms - this is the 'difficult' student, this is the > 'gifted' student, etc. By observing students' behaviour in other classes, > I realised that there was something going on between the students and > their environments - hence the link between identity and perezhivanie. > Rather than engaging with the imposed label (that really says more about > our deficit thinking than the students themselves) we should engage with > the students' lived experiences of their social world - both positive and > negative. > > 3) One of the aims of funds of identity is to develop an approach > to the construct ?identity? that had educational implications. What are > the > educational/pedagogical implications of the existential funds of identity? > > > This is a bit more of a complicated one! I do agree with your assertion > that drawing upon minoritised students' negative or problematic > experiences could lead to the reproduction of deficit thinking. However, I > do think that if handled ethically, teachers can draw upon both light and > dark funds of identity in order to valorise the whole child and their > social worlds. So pedagogically, existential funds of identity can help to > develop 'thick' stranded relationships between teachers and students. > Moreover, it can also bridge the gap between the classroom and home by > acknowledging that life and individual experiencing is complex and > multi-layered, often involving critical moments that are ambivalent in > nature. I have to say that this approach may not be appropriate for > younger learners. I had in mind adolescent learners when I developed the > idea of existential funds of identity. > > > > Cheers, > > > Adam > > > > > > This message and any attachment are intended solely for the addressee and > may contain confidential information. If you have received this message in > error, please send it back to me, and immediately delete it. Please do not > use, copy or disclose the information contained in this message or in any > attachment. Any views or opinions expressed by the author of this email do > not necessarily reflect the views of The University of Nottingham Ningbo > China. This message has been checked for viruses but the contents of an > attachment may still contain software viruses which could damage your > computer system: you are advised to perform your own checks. Email > communications with The University of Nottingham Ningbo China may be > monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/b6ecb4e6/attachment-0001.html > > ------------------------------ > > Message: 8 > Date: Tue, 19 Jun 2018 23:20:52 -0400 > From: David Preiss > Subject: [Xmca-l] SCRD and U.S. immigration policy statement > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Dear colleagues, > > This may open a constructive dialogue here on the always complex relation > between policy, politics, science and human rights. > > DP > > Statement of Laura L. Namy, Executive Director, Society for Research in > Child Development on U.S. Policy of Separating Immigrant Children from > their Families at the Border > > https://www.srcd.org/sites/default/files/documents/statement_from_laura_l_namy_child_separation_2.pdf > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/e5f2fc3d/attachment-0001.html > > ------------------------------ > > Message: 9 > Date: Tue, 19 Jun 2018 23:25:39 -0400 > From: David Preiss > Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > PS. The twitter account of SRCD then disseminated related evidence and > posted a new statement: > > https://mobile.twitter.com/SRCDtweets > > SRCD Statement Addressing the Evidence on Child Separation from Families: > The science on separating children from their families is unambiguous: It > is harmful to children?s development and long-term physical, mental, and > emotional health. It disrupts a child?s sense of security, removes a > child?s strongest source of comfort, and causes harm to a child?s > well-being. The evidence underscores the importance of prioritizing > keeping > children secure with their families. > > On Tue, Jun 19, 2018 at 11:20 PM, David Preiss > wrote: > >> >> Dear colleagues, >> >> This may open a constructive dialogue here on the always complex >> relation >> between policy, politics, science and human rights. >> >> DP >> >> Statement of Laura L. Namy, Executive Director, Society for Research in >> Child Development on U.S. Policy of Separating Immigrant Children from >> their Families at the Border >> >> https://www.srcd.org/sites/default/files/documents/ >> statement_from_laura_l_namy_child_separation_2.pdf >> >> >> > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180619/9ab5a33a/attachment-0001.html > > ------------------------------ > > Message: 10 > Date: Wed, 20 Jun 2018 07:30:06 +0000 > From: Alfredo Jornet Gil > Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement > To: "eXtended Mind, Culture, Activity" > Message-ID: <1529479810081.87900@iped.uio.no> > Content-Type: text/plain; charset="iso-8859-1" > > Thanks for sharing this, David. Many of us are deeply concerned and sad > with the barbarity and inhumanity that the people in the US borders and > lands are suffering because of current US policies with immigration, not > to mention the recent withdrawall from UN's Human Rights Council. But yes, > I totally agree that this opens wide room for discussing the always > complex relation between science and politics. > > > Personally, I totally support the writing of a scientific repport showing > the "evidence" of the inhumanity of separating young children from their > parents. But I am very unsure about the adequacy of a supposedly > non-partisan position of using "scientific" evidence as a sort of blank > sheet upon which to draw political opinions and choices, specially when > the "science" concerns basic human rights of and for evelopment and > well-being that any other species *knows* without uncertainty, with > tenacious and irrevocable objectivity. Is the work of documenting the > *need* and *right* of children to remain together with their parents > really about "objectivity"? Or put another way, what type of science is > that which cannot tell whether separating children from parents/caregivers > is *bad* and *not right*? After all, the SCRD's statement seems quite > unambigous with regard to what has "importance" and should be > "prioritized". > > > A can of worms. Surely many here that have a much more articulated > position about this. I am very curious about what the views on this are. > With five IPCC reports out there and seeing the little progress made on > Climate Change issues, this debate, though old, is far from exhausted, I > am afraid. > > Alfredo > > ________________________________ > From: xmca-l-bounces@mailman.ucsd.edu on > behalf of David Preiss > Sent: 20 June 2018 05:25 > To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: SCRD and U.S. immigration policy statement > > PS. The twitter account of SRCD then disseminated related evidence and > posted a new statement: > > https://mobile.twitter.com/SRCDtweets > > SRCD Statement Addressing the Evidence on Child Separation from Families: > The science on separating children from their families is unambiguous: It > is harmful to children's development and long-term physical, mental, and > emotional health. It disrupts a child's sense of security, removes a > child's strongest source of comfort, and causes harm to a child's > well-being. The evidence underscores the importance of prioritizing > keeping children secure with their families. > > On Tue, Jun 19, 2018 at 11:20 PM, David Preiss > > wrote: > > > Dear colleagues, > > This may open a constructive dialogue here on the always complex relation > between policy, politics, science and human rights. > > DP > > Statement of Laura L. Namy, Executive Director, Society for Research in > Child Development on U.S. Policy of Separating Immigrant Children from > their Families at the Border > > https://www.srcd.org/sites/default/files/documents/statement_from_laura_l_namy_child_separation_2.pdf > > > > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/8bc081e5/attachment-0001.html > > ------------------------------ > > Message: 11 > Date: Wed, 20 Jun 2018 11:19:10 -0400 > From: David Preiss > Subject: [Xmca-l] Re: cultural constructions of childhood? > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > What about the works of the late William Kessen? (Sorry if I am repeating > something mentioned above, just coming back to XMCA after a long hiatus) > > On Thu, Jun 7, 2018 at 12:07 AM, Greg Thompson > wrote: > >> and a few more on the anthropology front (in case you are still >> interested): >> >> Bambi Chapin's *Childhood in a Sri Lankan Village* is very good. >> Gottlieb >> and De Loache have a new *A World of Babies* edition out. >> >> ?And ? >> Elise Berman >> ? has a book coming out at the end of January that does some good >> theorizing of "age", including "childhood". The title of her book is: >> *Talking Like Children: Language and the Production of Age in the >> Marshall >> Islands.* Oxford University Press >> >> >> On Wed, Jun 6, 2018 at 1:22 PM, Greg Thompson >> >> wrote: >> >>> Hopefully not too late, David Lancy's The Anthropology of Childhood: >>> Cherubs, Chattel, and Changelings has a nice sampling of childhoods >>> across >>> multiple cultures. >>> >>> Also, some classics from a Western historical perspective: >>> Joseph Kett's Rites of Passage: Adolescence in America 1790 to Present >>> Phillip Aries' Centuries of Childhood >>> >>> And a sociological one that looked interesting: >>> https://books.google.co.kr/books?hl=en&lr=&id=q_EjCQAAQBAJ& >>> oi=fnd&pg=PP1&dq=anthropology+and+the+construction+of+ >>> childhood&ots=EiPR30OMTA&sig=MUq_2SbvNv0MKZAx9DggFETLTi0#v= >>> onepage&q=anthropology%20and%20the%20construction%20of%20chi >>> ldhood&f=false >>> >>> And I came across this more accessible book while searching for the >>> Kett >>> and thought it might be useful (I haven't read it and so can't vouch >>> for >>> quality): >>> https://books.google.co.kr/books?hl=en&lr=&id=A19CDwAAQBAJ& >>> oi=fnd&pg=PT7&dq=kett+history+of+childhood&ots=EJq_5BUBr4& >>> sig=g_CvUkXGi32W18dhwKP-IZZecdI#v=onepage&q=kett% >>> 20history%20of%20childhood&f=false >>> >>> Good luck! >>> -greg >>> >>> >>> >>> >>> On Wed, Jun 6, 2018 at 10:13 AM, Katherine Wester Neal >>> wrote: >>> >>>> Thanks again! I'd forgotten about the * Babies* movie, and yes, it's >>>> perfect for this course. Now I have lots of reading to do! >>>> >>>> >>>> If a database of collected works becomes available, I'd be happy to >>>> post >>>> the syllabus. It's for an undergrad seminar course. >>>> ------------------------------ >>>> *From:* xmca-l-bounces@mailman.ucsd.edu >>>> >>>> on behalf of Alfredo Jornet Gil >>>> *Sent:* Tuesday, June 5, 2018 5:00:34 PM >>>> >>>> *To:* eXtended Mind, Culture, Activity >>>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>>> >>>> >>>> That was a great list of recommendations you got, Katie, I am glad. >>>> >>>> >>>> Things are going slower than anticipated, but hopefully we will sooner >>>> than later have a web platform for collecting this type of resources, >>>> such >>>> as course syllabus, etc. in one place, so that next time someone looks >>>> for >>>> the same, they can find it immediately. Right now, is still possible >>>> to do >>>> searches using keywords in xmca: http://lchc.ucsd.edu/MCA >>>> /Mail/index.html but we are hoping this will be very much improved. ? >>>> >>>> Cheers, >>>> >>>> Alfredo >>>> >>>> >>>> >>>> >>>> ------------------------------ >>>> *From:* xmca-l-bounces@mailman.ucsd.edu >>>> >>>> on behalf of Martin Packer >>>> *Sent:* 05 June 2018 22:12 >>>> *To:* eXtended Mind, Culture, Activity >>>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>>> >>>> Some resources here too: >>>> >>>> >>>> >>>> Martin >>>> >>>> >>>> >>>> On Jun 5, 2018, at 1:31 PM, Katherine Wester Neal >>>> wrote: >>>> >>>> Yes, very helpful suggestions, and thank you! Potential article >>>> suggestions also welcome... :) >>>> >>>> Katie Wester-Neal, Ph.D. >>>> Assistant Professor >>>> Teacher Education & Literacy >>>> Gordon State College >>>> >>>> >>>> ------------------------------ >>>> *From:* xmca-l-bounces@mailman.ucsd.edu >>>> >>>> on behalf of Jonathan Tudge >>>> *Sent:* Tuesday, June 5, 2018 2:24:18 PM >>>> *To:* eXtended Mind, Culture, Activity >>>> *Subject:* [Xmca-l] Re: cultural constructions of childhood? >>>> >>>> Hi, Katie, >>>> >>>> Here's another one that you might find interesting. >>>> >>>> I, personally, think it's brilliant. >>>> >>>> https://www.amazon.com/Everyday-Lives-Young-Children-Societi >>>> es-ebook/dp/B00190VF0Y/ref=sr_1_1?ie=UTF8&qid=1528222902&sr= >>>> 8-1&keywords=everyday+lives+of+young+children%3A+culture%2C+ >>>> class+and+child+rearing >>>> >>>> Cheers, >>>> >>>> Jon >>>> >>>> >>>> ~~~~~~~~~~~ >>>> >>>> Jonathan Tudge >>>> >>>> Professor >>>> Office: 155 Stone >>>> >>>> Our work on gratitude: http://morethanthanks.wp.uncg.edu/ >>>> >>>> A new book just published: Tudge, J. & Freitas, L. (Eds.) Developing >>>> gratitude in children and adolescents >>>> , >>>> Cambridge, UK: Cambridge University Press >>>> >>>> My web site:http://www.uncg.edu/hdf/faculty/tudge >>>> >>>> Mailing address: >>>> 248 Stone Building >>>> Department of Human Development and Family Studies >>>> PO Box 26170 >>>> The University of North Carolina at Greensboro >>>> Greensboro, NC 27402-6170 >>>> USA >>>> >>>> phone (336) 223-6181 >>>> fax (336) 334-5076 >>>> >>>> >>>> >>>> >>>> >>>> >>>> On Tue, Jun 5, 2018 at 2:11 PM, Martin Packer >>>> wrote: >>>> >>>> Katie, I believe that someone mentioned this? :) >>>> >>>> >>> ural-Perspective/dp/1473993377> >>>> >>>> Martin >>>> >>>> *"I may say that whenever I meet Mrs. Seligman or Dr. Lowie or discuss >>>> matters with Radcliffe-Brown or Kroeber, I become at once aware that >>>> my >>>> partner does not understand anything in the matter, and I end usually >>>> with >>>> the feeling that this also applies to myself? (Malinowski, 1930)* >>>> >>>> >>>> >>>> On Jun 5, 2018, at 11:43 AM, Katherine Wester Neal >>>> wrote: >>>> >>>> Hello xmca-ers, >>>> >>>> Long time reader, rare contributor with a question for a course I'll >>>> be >>>> teaching soon. Besides Rogoff's *Cultural Nature of Human >>>> Development*, >>>> what else would you recommend in that vein? In the course, we will be >>>> exploring multiple constructions of childhood across different >>>> cultures. >>>> >>>> Thanks for your help, >>>> Katie >>>> >>>> Katie Wester-Neal, Ph.D. >>>> Assistant Professor >>>> Teacher Education & Literacy >>>> Gordon State College >>>> >>>> >>>> >>>> >>>> >>> >>> >>> -- >>> Gregory A. Thompson, Ph.D. >>> Assistant Professor >>> Department of Anthropology >>> 880 Spencer W. Kimball Tower >>> Brigham Young University >>> Provo, UT 84602 >>> WEBSITE: greg.a.thompson.byu.edu >>> http://byu.academia.edu/GregoryThompson >>> >> >> >> >> -- >> Gregory A. Thompson, Ph.D. >> Assistant Professor >> Department of Anthropology >> 880 Spencer W. Kimball Tower >> Brigham Young University >> Provo, UT 84602 >> WEBSITE: greg.a.thompson.byu.edu >> http://byu.academia.edu/GregoryThompson >> > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/bab1ecec/attachment-0001.html > > ------------------------------ > > Message: 12 > Date: Wed, 20 Jun 2018 11:21:48 -0400 > From: David Preiss > Subject: [Xmca-l] Re: FW: Fyi > To: "eXtended Mind, Culture, Activity" > Message-ID: > > Content-Type: text/plain; charset="utf-8" > > Many thanks for sharing this, Peter. I have always been curious about LSV > jewish heritage and did not know of many sources available. (My father was > born in Russia and his parent are Jews from Poland and Austria, holocaust > survivors...) > > On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky wrote: > >> Another interesting paper by Rene and colleague on LSV's Jewish >> heritage, >> something I've been fascinated by for several years (my grandparents >> were >> Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my >> dad >> had 2 brothers born there, he and a brother were born in New York). >> >> > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/ac473c3c/attachment-0001.html > > ------------------------------ > > Message: 13 > Date: Wed, 20 Jun 2018 15:29:42 +0000 > From: Engestr?m, Yrj? H M > Subject: [Xmca-l] A new book, and a new translation > To: "eXtended Mind, Culture, Activity" > Message-ID: <5FAABD79-1B90-4E53-85CA-1BBFD71F4853@helsinki.fi> > Content-Type: text/plain; charset="utf-8" > > Dear colleagues, in the next few weeks, Cambridge University Press is > publishing my new book, Expertise in Transition: Expansive Learning in > Medical Work, announced below. > > [cid:122dd566-cece-4866-9346-401d57f497fa@eurprd07.prod.outlook.com] > > > My previous book, Studies in Expansive Learning: Learning What Is Not Yet > There, also published by Cambridge University Press (2016), has just been > published in Japanese by the publishing house > Shin-yo-sha in Tokyo (see the book cover below). The translation of the > book was led by Professor Katsuhiro Yamazumi from Kansai University in > Osaka. > > I wish you all a relaxing and productive summer! > > Yrj? Engestr?m > > > [cid:63ef63bf-e15e-4d6d-b194-8c76c329aa68@eurprd07.prod.outlook.com] > -------------- next part -------------- > An HTML attachment was scrubbed... > URL: > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/321bd867/attachment.html > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: 9780521404488frcvr.jpeg > Type: image/jpeg > Size: 77234 bytes > Desc: 9780521404488frcvr.jpeg > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/321bd867/attachment.jpeg > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: image001.jpg > Type: image/jpeg > Size: 30893 bytes > Desc: image001.jpg > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/321bd867/attachment.jpg > -------------- next part -------------- > A non-text attachment was scrubbed... > Name: Expertise in Transition_Flyer.pdf > Type: application/pdf > Size: 549607 bytes > Desc: Expertise in Transition_Flyer.pdf > Url : > http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180620/321bd867/attachment.pdf > > ------------------------------ > > _______________________________________________ > xmca-l mailing list > xmca-l@mailman.ucsd.edu > https://mailman.ucsd.edu/mailman/listinfo/xmca-l > > > End of xmca-l Digest, Vol 59, Issue 3 > ************************************* > This message and any attachment are intended solely for the addressee and > may contain confidential information. If you have received this message in > error, please send it back to me, and immediately delete it. Please do not > use, copy or disclose the information contained in this message or in any > attachment. Any views or opinions expressed by the author of this email do > not necessarily reflect the views of The University of Nottingham Ningbo > China. This message has been checked for viruses but the contents of an > attachment may still contain software viruses which could damage your > computer system: you are advised to perform your own checks. Email > communications with The University of Nottingham Ningbo China may be > monitored as permitted by UK and Chinese legislation. > Dra. Julie Waddington Departament de Did?ctiques Espec?fiques Facultat d'Educaci? i Psicologia Universitat de Girona From jgregmcverry@gmail.com Thu Jun 21 05:03:35 2018 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Thu, 21 Jun 2018 08:03:35 -0400 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: <1529533555888.83854@iped.uio.no> References: <1529533555888.83854@iped.uio.no> Message-ID: So I am annotating the article here before I formulate my response: https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Some quick thoughts: -Allowing students to choose their software created a situation where identity was also mediated by technical knowledge., which in itself signifies membership and identities within groups. -There is a wealth of literature exploring image metaphors and identity. This is usually framed from a new literacies perspective and draws on James Paul Gee (too much). Every digital story telling study ends with, "Students did "identity work" this provided a fresh take on funds of identity. -I thought the role of the environment was downplayed here. Being in a school setting the motivation for doing identity work is influenced by power relationships int he classroom. -Interesting how cultural meaning and funds of knowledge (lazy cat) were included in the avatar of "lazt cat" -I am scared for our youth when the environment of perezhivanie is controlled by algorithims. Students do not get to decide how their identity is projected. Their social interactions, the friends they see and communicate with are now controlled by corporations. We must encourage students to own their digital spaces. -I am playing with the idea of building critical evaluation by having students interact with bias avatars doing bias read alouds of multiple sources. On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil wrote: > ?Thanks for the discussion so far, Moises and Adam. And while Moises (or > anyone else) perhaps comes back with a more a more comprehensive reaction, > I was just wondering about Mois?s question 2 and what the relation between > the categories "identity" and "personality" are, if they can be related at > all. In Vygotsky, perezhivanie is explicitly linked to personality. As far > as I can recall and without having gone to the texts and check, Vygotsky > does not use the term "identity" in the sense it is used in current > literature. This also leads me to wonder on the distinction > between *learning* (which according to Moises is part what the Funds of > Knowledge/Identity were designed to address) and *development*. Is > analytical categories, is perezhivanie more about development and funds of > identity more about learning? Or we have to differentiate them on other > grounds? > > Alfredo > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > *Sent:* 19 June 2018 04:14 > *To:* xmca-l@mailman.ucsd.edu > *Subject:* [Xmca-l] Re-situating funds of identity within contemporary > interpretations of perezhivanie > > > > Thanks to Moises for posting some questions about the article that I would > like to respond to. > > > I will first include his summary and interpretation of the paper and then > respond to his questions. > > > > Interpretation of paper > > The Poole?s paper invited me to enrich the notion of funds of identity. > Grounded in the funds of knowledge approach, the funds of identity concept > try to intentionally reinforce the positive backgrounds and experiences of > learners to overcome the deficit thinking in education (to sum up: by > reducing marginalized school population to a sum of cultural, social, > linguistic deficits). However, our experience is not only light. And in > the dark funds of knowledge suggested by Zipin, existential funds of > identity invite us to capture a more holistic view on people?s experience. > In my opinion, deep learning (meaningful, significant learning) is based > on the recognition and transformation of learners? identities. This > assertion, that would be one of my working hypothesis, assumes three > theoretical principles: (1) that human identities are culturally-situated > and distributed (geographical funds of identity, cultural funds of > identity, institutional funds of identity and so on); (2) that there is a > constitutive link between learning and identity (as so many scholars > suggested and developed) and (3) that meaning (significant experience) > plays an important role as a learning generator. Here in mind, I would > like to share three questions or topics that can help us to understand the > Adam Poole?s paper, in particular, and further advance our > conceptualization on contemporary topics as perezhivanie, in general. > > > Questions > > > 1) Do you think that existential funds of identity should be > considered as a type of funds of identity? In other words, should be > incorporated into the prior classification into geographical, practical, > institutional, cultural and social funds of identity? Or may be should be > considered as a ?re-theorization? of funds of identity? > > > This is a question that I have been struggling with for some time. When I > initially uncovered existential funds of identity I considered to be more > than a type of funds of identity. I couldn't see how it related to the five > categories that you proposed, as to me the type of identity being described > was more internal or meditative. However, the more I researched into the > funds of identity concept and its theoretical underpinnings, the more I > came to question this conclusion. Firstly, funds of identity, as I > understand it, is predicated upon a synthesis of macro and micro-level > approaches to culture - that is, identity is embedded in artefacts and > social practices and therefore is distributed in nature. However, to bring > in the concept of perezhivanie, individuals construct new identities from > the social identities that surround them. In contrast, I initially > understood existential funds of identity as largely phenomenological in > nature. However, on reflection, I realised that issues to do with identity > confusion, relationship problems, etc, are social in nature. > > > So, existential funds of identity should be seen as a complement to funds > of identity, rather than a re-theorisation of it. Most significantly, it > can be used to show how negative experiences can be drawn on in order to > bring about positive pedagogical outcomes. > > > However, I would be interested to know if anyone else thinks that > existential funds of identity complements or contradicts the concept > developed by Moises. > > > > 2) How we could link the concepts of identity and perezhivanie? > > > Good question! For me. identity is an open-ended process that is both > personal and social in nature. For this reason, perezhivanie is a really > useful concept to bring this relationship into focus. Firstly, it shows how > development is the result of the dialectical relationship between the mind > and the environment. This relates to identity in a big way, as it > suggests that identity is quite fluid: we are different people in > different times and across different contexts. Perezhivanie is relevant > here as it helps to explain the way individuals relate differentially to > their environments. In relation to my teaching, I have found that students > do not embody fixed identities that they take with them from class to > class, but construct new identities in response to their classes - the > teacher, the students, the subject. To draw upon, and extend Thompson and > Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do > not only bring one school bag with them, but have many different bags from > which they draw in the construction, and performance, of their classroom > identities. > > > This realisation lead me to question the role of labelling that you often > find in staff rooms - this is the 'difficult' student, this is the 'gifted' > student, etc. By observing students' behaviour in other classes, I realised > that there was something going on between the students and their > environments - hence the link between identity and perezhivanie. Rather > than engaging with the imposed label (that really says more about our > deficit thinking than the students themselves) we should engage with the > students' lived experiences of their social world - both positive and > negative. > > > 3) One of the aims of funds of identity is to develop an approach > to the construct ?identity? that had educational implications. What are > the > educational/pedagogical implications of the existential funds of identity? > > > This is a bit more of a complicated one! I do agree with your assertion > that drawing upon minoritised students' negative or problematic experiences > could lead to the reproduction of deficit thinking. However, I do think > that if handled ethically, teachers can draw upon both light and dark funds > of identity in order to valorise the whole child and their social worlds. > So pedagogically, existential funds of identity can help to develop 'thick' > stranded relationships between teachers and students. Moreover, it can also > bridge the gap between the classroom and home by acknowledging that life > and individual experiencing is complex and multi-layered, often involving > critical moments that are ambivalent in nature. I have to say that this > approach may not be appropriate for younger learners. I had in mind > adolescent learners when I developed the idea of existential funds of > identity. > > > > Cheers, > > > Adam > > > > > > This message and any attachment are intended solely for the addressee and > may contain confidential information. If you have received this message in > error, please send it back to me, and immediately delete it. Please do not > use, copy or disclose the information contained in this message or in any > attachment. Any views or opinions expressed by the author of this email do > not necessarily reflect the views of The University of Nottingham Ningbo > China. This message has been checked for viruses but the contents of an > attachment may still contain software viruses which could damage your > computer system: you are advised to perform your own checks. Email > communications with The University of Nottingham Ningbo China may be > monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/34ff5e0b/attachment.html From a.j.gil@iped.uio.no Thu Jun 21 05:23:00 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Thu, 21 Jun 2018 12:23:00 +0000 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: References: <1529533555888.83854@iped.uio.no>, Message-ID: <1529583780354.1810@iped.uio.no> ?Thanks Julie and Greg. Welcome Julie! You made us (or at least me) curious about those remarks on the question of "existential" as related to "illumination" rather than simply an acknowledgement of the importance of "negative" experiences. I am excited to see if the discussion allows for unfolding more of this for us to learn a bit more. Greg, can the link that you shared be annotated? When I follow the link, it seems to only allow me to download the file, but not annotate it online. Or does it? Also, for those who might not have yet got a copy, the article is now open access and for the following weeks here: https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Greg Mcverry Sent: 21 June 2018 14:03 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie So I am annotating the article here before I formulate my response: https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Some quick thoughts: -Allowing students to choose their software created a situation where identity was also mediated by technical knowledge., which in itself signifies membership and identities within groups. -There is a wealth of literature exploring image metaphors and identity. This is usually framed from a new literacies perspective and draws on James Paul Gee (too much). Every digital story telling study ends with, "Students did "identity work" this provided a fresh take on funds of identity. -I thought the role of the environment was downplayed here. Being in a school setting the motivation for doing identity work is influenced by power relationships int he classroom. -Interesting how cultural meaning and funds of knowledge (lazy cat) were included in the avatar of "lazt cat" -I am scared for our youth when the environment of perezhivanie is controlled by algorithims. Students do not get to decide how their identity is projected. Their social interactions, the friends they see and communicate with are now controlled by corporations. We must encourage students to own their digital spaces. -I am playing with the idea of building critical evaluation by having students interact with bias avatars doing bias read alouds of multiple sources. On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil > wrote: ?Thanks for the discussion so far, Moises and Adam. And while Moises (or anyone else) perhaps comes back with a more a more comprehensive reaction, I was just wondering about Mois?s question 2 and what the relation between the categories "identity" and "personality" are, if they can be related at all. In Vygotsky, perezhivanie is explicitly linked to personality. As far as I can recall and without having gone to the texts and check, Vygotsky does not use the term "identity" in the sense it is used in current literature. This also leads me to wonder on the distinction between *learning* (which according to Moises is part what the Funds of Knowledge/Identity were designed to address) and *development*. Is analytical categories, is perezhivanie more about development and funds of identity more about learning? Or we have to differentiate them on other grounds? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > Sent: 19 June 2018 04:14 To: xmca-l@mailman.ucsd.edu Subject: [Xmca-l] Re-situating funds of identity within contemporary interpretations of perezhivanie Thanks to Moises for posting some questions about the article that I would like to respond to. I will first include his summary and interpretation of the paper and then respond to his questions. Interpretation of paper The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. Questions 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? This is a question that I have been struggling with for some time. When I initially uncovered existential funds of identity I considered to be more than a type of funds of identity. I couldn't see how it related to the five categories that you proposed, as to me the type of identity being described was more internal or meditative. However, the more I researched into the funds of identity concept and its theoretical underpinnings, the more I came to question this conclusion. Firstly, funds of identity, as I understand it, is predicated upon a synthesis of macro and micro-level approaches to culture - that is, identity is embedded in artefacts and social practices and therefore is distributed in nature. However, to bring in the concept of perezhivanie, individuals construct new identities from the social identities that surround them. In contrast, I initially understood existential funds of identity as largely phenomenological in nature. However, on reflection, I realised that issues to do with identity confusion, relationship problems, etc, are social in nature. So, existential funds of identity should be seen as a complement to funds of identity, rather than a re-theorisation of it. Most significantly, it can be used to show how negative experiences can be drawn on in order to bring about positive pedagogical outcomes. However, I would be interested to know if anyone else thinks that existential funds of identity complements or contradicts the concept developed by Moises. 2) How we could link the concepts of identity and perezhivanie? Good question! For me. identity is an open-ended process that is both personal and social in nature. For this reason, perezhivanie is a really useful concept to bring this relationship into focus. Firstly, it shows how development is the result of the dialectical relationship between the mind and the environment. This relates to identity in a big way, as it suggests that identity is quite fluid: we are different people in different times and across different contexts. Perezhivanie is relevant here as it helps to explain the way individuals relate differentially to their environments. In relation to my teaching, I have found that students do not embody fixed identities that they take with them from class to class, but construct new identities in response to their classes - the teacher, the students, the subject. To draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do not only bring one school bag with them, but have many different bags from which they draw in the construction, and performance, of their classroom identities. This realisation lead me to question the role of labelling that you often find in staff rooms - this is the 'difficult' student, this is the 'gifted' student, etc. By observing students' behaviour in other classes, I realised that there was something going on between the students and their environments - hence the link between identity and perezhivanie. Rather than engaging with the imposed label (that really says more about our deficit thinking than the students themselves) we should engage with the students' lived experiences of their social world - both positive and negative. 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? This is a bit more of a complicated one! I do agree with your assertion that drawing upon minoritised students' negative or problematic experiences could lead to the reproduction of deficit thinking. However, I do think that if handled ethically, teachers can draw upon both light and dark funds of identity in order to valorise the whole child and their social worlds. So pedagogically, existential funds of identity can help to develop 'thick' stranded relationships between teachers and students. Moreover, it can also bridge the gap between the classroom and home by acknowledging that life and individual experiencing is complex and multi-layered, often involving critical moments that are ambivalent in nature. I have to say that this approach may not be appropriate for younger learners. I had in mind adolescent learners when I developed the idea of existential funds of identity. Cheers, Adam This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/e9d3b42e/attachment.html From jgregmcverry@gmail.com Thu Jun 21 05:54:07 2018 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Thu, 21 Jun 2018 08:54:07 -0400 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: <1529583780354.1810@iped.uio.no> References: <1529533555888.83854@iped.uio.no> <1529583780354.1810@iped.uio.no> Message-ID: Alfredo there are two options: If you use Chrome you can have the hypothes.is extension installed. If you use Firefox: click this link https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Really stick https://via.hypothes.is/ in front of most urls and you can annotate/ I should start using an xmca tag for the articles I read from listserv On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil wrote: > ?Thanks Julie and Greg. > > > Welcome Julie! You made us (or at least me) curious about those remarks on > the question of "existential" as related to "illumination" rather than > simply an acknowledgement of the importance of "negative" experiences. I am > excited to see if the discussion allows for unfolding more of this for us > to learn a bit more. > > > Greg, can the link that you shared be annotated? When I follow the link, > it seems to only allow me to download the file, but not annotate it online. > Or does it? > > > Also, for those who might not have yet got a copy, the article is now open > access and for the following weeks here: > > https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? > > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Greg Mcverry > *Sent:* 21 June 2018 14:03 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: Re-situating funds of identity within > contemporary interpretations of perezhivanie > > So I am annotating the article here before I formulate my response: > https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf > > Some quick thoughts: > -Allowing students to choose their software created a situation where > identity was also mediated by technical knowledge., which in itself > signifies membership and identities within groups. > -There is a wealth of literature exploring image metaphors and identity. > This is usually framed from a new literacies perspective and draws on James > Paul Gee (too much). Every digital story telling study ends with, "Students > did "identity work" this provided a fresh take on funds of identity. > -I thought the role of the environment was downplayed here. Being in a > school setting the motivation for doing identity work is influenced by > power relationships int he classroom. > -Interesting how cultural meaning and funds of knowledge (lazy cat) were > included in the avatar of "lazt cat" > -I am scared for our youth when the environment of perezhivanie is > controlled by algorithims. Students do not get to decide how their identity > is projected. Their social interactions, the friends they see and > communicate with are now controlled by corporations. We must encourage > students to own their digital spaces. > -I am playing with the idea of building critical evaluation by having > students interact with bias avatars doing bias read alouds of multiple > sources. > > On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil > wrote: > >> ?Thanks for the discussion so far, Moises and Adam. And while Moises (or >> anyone else) perhaps comes back with a more a more comprehensive reaction, >> I was just wondering about Mois?s question 2 and what the relation between >> the categories "identity" and "personality" are, if they can be related at >> all. In Vygotsky, perezhivanie is explicitly linked to personality. As far >> as I can recall and without having gone to the texts and check, Vygotsky >> does not use the term "identity" in the sense it is used in current >> literature. This also leads me to wonder on the distinction >> between *learning* (which according to Moises is part what the Funds of >> Knowledge/Identity were designed to address) and *development*. Is >> analytical categories, is perezhivanie more about development and funds of >> identity more about learning? Or we have to differentiate them on other >> grounds? >> >> Alfredo >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Adam Poole (16517826) >> *Sent:* 19 June 2018 04:14 >> *To:* xmca-l@mailman.ucsd.edu >> *Subject:* [Xmca-l] Re-situating funds of identity within contemporary >> interpretations of perezhivanie >> >> >> >> Thanks to Moises for posting some questions about the article that I >> would like to respond to. >> >> >> I will first include his summary and interpretation of the paper and then >> respond to his questions. >> >> >> >> Interpretation of paper >> >> The Poole?s paper invited me to enrich the notion of funds of identity. >> Grounded in the funds of knowledge approach, the funds of identity concept >> try to intentionally reinforce the positive backgrounds and experiences of >> learners to overcome the deficit thinking in education (to sum up: by >> reducing marginalized school population to a sum of cultural, social, >> linguistic deficits). However, our experience is not only light. And in >> the dark funds of knowledge suggested by Zipin, existential funds of >> identity invite us to capture a more holistic view on people?s experience. >> In my opinion, deep learning (meaningful, significant learning) is based >> on the recognition and transformation of learners? identities. This >> assertion, that would be one of my working hypothesis, assumes three >> theoretical principles: (1) that human identities are culturally-situated >> and distributed (geographical funds of identity, cultural funds of >> identity, institutional funds of identity and so on); (2) that there is a >> constitutive link between learning and identity (as so many scholars >> suggested and developed) and (3) that meaning (significant experience) >> plays an important role as a learning generator. Here in mind, I would >> like to share three questions or topics that can help us to understand the >> Adam Poole?s paper, in particular, and further advance our >> conceptualization on contemporary topics as perezhivanie, in general. >> >> >> Questions >> >> >> 1) Do you think that existential funds of identity should be >> considered as a type of funds of identity? In other words, should be >> incorporated into the prior classification into geographical, practical, >> institutional, cultural and social funds of identity? Or may be should >> be considered as a ?re-theorization? of funds of identity? >> >> >> This is a question that I have been struggling with for some time. When I >> initially uncovered existential funds of identity I considered to be more >> than a type of funds of identity. I couldn't see how it related to the five >> categories that you proposed, as to me the type of identity being described >> was more internal or meditative. However, the more I researched into the >> funds of identity concept and its theoretical underpinnings, the more I >> came to question this conclusion. Firstly, funds of identity, as I >> understand it, is predicated upon a synthesis of macro and micro-level >> approaches to culture - that is, identity is embedded in artefacts and >> social practices and therefore is distributed in nature. However, to bring >> in the concept of perezhivanie, individuals construct new identities from >> the social identities that surround them. In contrast, I initially >> understood existential funds of identity as largely phenomenological in >> nature. However, on reflection, I realised that issues to do with identity >> confusion, relationship problems, etc, are social in nature. >> >> >> So, existential funds of identity should be seen as a complement to funds >> of identity, rather than a re-theorisation of it. Most significantly, it >> can be used to show how negative experiences can be drawn on in order to >> bring about positive pedagogical outcomes. >> >> >> However, I would be interested to know if anyone else thinks that >> existential funds of identity complements or contradicts the concept >> developed by Moises. >> >> >> >> 2) How we could link the concepts of identity and perezhivanie? >> >> >> Good question! For me. identity is an open-ended process that is both >> personal and social in nature. For this reason, perezhivanie is a really >> useful concept to bring this relationship into focus. Firstly, it shows how >> development is the result of the dialectical relationship between the mind >> and the environment. This relates to identity in a big way, as it >> suggests that identity is quite fluid: we are different people in >> different times and across different contexts. Perezhivanie is relevant >> here as it helps to explain the way individuals relate differentially to >> their environments. In relation to my teaching, I have found that students >> do not embody fixed identities that they take with them from class to >> class, but construct new identities in response to their classes - the >> teacher, the students, the subject. To draw upon, and extend Thompson and >> Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do >> not only bring one school bag with them, but have many different bags from >> which they draw in the construction, and performance, of their classroom >> identities. >> >> >> This realisation lead me to question the role of labelling that you >> often find in staff rooms - this is the 'difficult' student, this is the >> 'gifted' student, etc. By observing students' behaviour in other classes, I >> realised that there was something going on between the students and their >> environments - hence the link between identity and perezhivanie. Rather >> than engaging with the imposed label (that really says more about our >> deficit thinking than the students themselves) we should engage with the >> students' lived experiences of their social world - both positive and >> negative. >> >> >> 3) One of the aims of funds of identity is to develop an approach >> to the construct ?identity? that had educational implications. What are >> the >> educational/pedagogical implications of the existential funds of identity? >> >> >> This is a bit more of a complicated one! I do agree with your assertion >> that drawing upon minoritised students' negative or problematic experiences >> could lead to the reproduction of deficit thinking. However, I do think >> that if handled ethically, teachers can draw upon both light and dark funds >> of identity in order to valorise the whole child and their social worlds. >> So pedagogically, existential funds of identity can help to develop 'thick' >> stranded relationships between teachers and students. Moreover, it can also >> bridge the gap between the classroom and home by acknowledging that life >> and individual experiencing is complex and multi-layered, often involving >> critical moments that are ambivalent in nature. I have to say that this >> approach may not be appropriate for younger learners. I had in mind >> adolescent learners when I developed the idea of existential funds of >> identity. >> >> >> >> Cheers, >> >> >> Adam >> >> >> >> >> >> This message and any attachment are intended solely for the addressee and >> may contain confidential information. If you have received this message in >> error, please send it back to me, and immediately delete it. Please do not >> use, copy or disclose the information contained in this message or in any >> attachment. Any views or opinions expressed by the author of this email do >> not necessarily reflect the views of The University of Nottingham Ningbo >> China. This message has been checked for viruses but the contents of an >> attachment may still contain software viruses which could damage your >> computer system: you are advised to perform your own checks. Email >> communications with The University of Nottingham Ningbo China may be >> monitored as permitted by UK and Chinese legislation. >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/b005f3cb/attachment.html From a.j.gil@iped.uio.no Thu Jun 21 05:58:53 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Thu, 21 Jun 2018 12:58:53 +0000 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: References: <1529533555888.83854@iped.uio.no> <1529583780354.1810@iped.uio.no>, Message-ID: <1529585933283.27759@iped.uio.no> ?Okey, now I got it! Thanks Greg. I see now that you need to create a user and log it to be able to annotate. That seems very promising to adopt as usual praxis here at xmca when we discuss papers. Many thanks! Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Greg Mcverry Sent: 21 June 2018 14:54 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie Alfredo there are two options: If you use Chrome you can have the hypothes.is extension installed. If you use Firefox: click this link https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Really stick https://via.hypothes.is/ in front of most urls and you can annotate/ I should start using an xmca tag for the articles I read from listserv On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil > wrote: ?Thanks Julie and Greg. Welcome Julie! You made us (or at least me) curious about those remarks on the question of "existential" as related to "illumination" rather than simply an acknowledgement of the importance of "negative" experiences. I am excited to see if the discussion allows for unfolding more of this for us to learn a bit more. Greg, can the link that you shared be annotated? When I follow the link, it seems to only allow me to download the file, but not annotate it online. Or does it? Also, for those who might not have yet got a copy, the article is now open access and for the following weeks here: https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Greg Mcverry > Sent: 21 June 2018 14:03 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie So I am annotating the article here before I formulate my response: https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Some quick thoughts: -Allowing students to choose their software created a situation where identity was also mediated by technical knowledge., which in itself signifies membership and identities within groups. -There is a wealth of literature exploring image metaphors and identity. This is usually framed from a new literacies perspective and draws on James Paul Gee (too much). Every digital story telling study ends with, "Students did "identity work" this provided a fresh take on funds of identity. -I thought the role of the environment was downplayed here. Being in a school setting the motivation for doing identity work is influenced by power relationships int he classroom. -Interesting how cultural meaning and funds of knowledge (lazy cat) were included in the avatar of "lazt cat" -I am scared for our youth when the environment of perezhivanie is controlled by algorithims. Students do not get to decide how their identity is projected. Their social interactions, the friends they see and communicate with are now controlled by corporations. We must encourage students to own their digital spaces. -I am playing with the idea of building critical evaluation by having students interact with bias avatars doing bias read alouds of multiple sources. On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil > wrote: ?Thanks for the discussion so far, Moises and Adam. And while Moises (or anyone else) perhaps comes back with a more a more comprehensive reaction, I was just wondering about Mois?s question 2 and what the relation between the categories "identity" and "personality" are, if they can be related at all. In Vygotsky, perezhivanie is explicitly linked to personality. As far as I can recall and without having gone to the texts and check, Vygotsky does not use the term "identity" in the sense it is used in current literature. This also leads me to wonder on the distinction between *learning* (which according to Moises is part what the Funds of Knowledge/Identity were designed to address) and *development*. Is analytical categories, is perezhivanie more about development and funds of identity more about learning? Or we have to differentiate them on other grounds? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > Sent: 19 June 2018 04:14 To: xmca-l@mailman.ucsd.edu Subject: [Xmca-l] Re-situating funds of identity within contemporary interpretations of perezhivanie Thanks to Moises for posting some questions about the article that I would like to respond to. I will first include his summary and interpretation of the paper and then respond to his questions. Interpretation of paper The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. Questions 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? This is a question that I have been struggling with for some time. When I initially uncovered existential funds of identity I considered to be more than a type of funds of identity. I couldn't see how it related to the five categories that you proposed, as to me the type of identity being described was more internal or meditative. However, the more I researched into the funds of identity concept and its theoretical underpinnings, the more I came to question this conclusion. Firstly, funds of identity, as I understand it, is predicated upon a synthesis of macro and micro-level approaches to culture - that is, identity is embedded in artefacts and social practices and therefore is distributed in nature. However, to bring in the concept of perezhivanie, individuals construct new identities from the social identities that surround them. In contrast, I initially understood existential funds of identity as largely phenomenological in nature. However, on reflection, I realised that issues to do with identity confusion, relationship problems, etc, are social in nature. So, existential funds of identity should be seen as a complement to funds of identity, rather than a re-theorisation of it. Most significantly, it can be used to show how negative experiences can be drawn on in order to bring about positive pedagogical outcomes. However, I would be interested to know if anyone else thinks that existential funds of identity complements or contradicts the concept developed by Moises. 2) How we could link the concepts of identity and perezhivanie? Good question! For me. identity is an open-ended process that is both personal and social in nature. For this reason, perezhivanie is a really useful concept to bring this relationship into focus. Firstly, it shows how development is the result of the dialectical relationship between the mind and the environment. This relates to identity in a big way, as it suggests that identity is quite fluid: we are different people in different times and across different contexts. Perezhivanie is relevant here as it helps to explain the way individuals relate differentially to their environments. In relation to my teaching, I have found that students do not embody fixed identities that they take with them from class to class, but construct new identities in response to their classes - the teacher, the students, the subject. To draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do not only bring one school bag with them, but have many different bags from which they draw in the construction, and performance, of their classroom identities. This realisation lead me to question the role of labelling that you often find in staff rooms - this is the 'difficult' student, this is the 'gifted' student, etc. By observing students' behaviour in other classes, I realised that there was something going on between the students and their environments - hence the link between identity and perezhivanie. Rather than engaging with the imposed label (that really says more about our deficit thinking than the students themselves) we should engage with the students' lived experiences of their social world - both positive and negative. 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? This is a bit more of a complicated one! I do agree with your assertion that drawing upon minoritised students' negative or problematic experiences could lead to the reproduction of deficit thinking. However, I do think that if handled ethically, teachers can draw upon both light and dark funds of identity in order to valorise the whole child and their social worlds. So pedagogically, existential funds of identity can help to develop 'thick' stranded relationships between teachers and students. Moreover, it can also bridge the gap between the classroom and home by acknowledging that life and individual experiencing is complex and multi-layered, often involving critical moments that are ambivalent in nature. I have to say that this approach may not be appropriate for younger learners. I had in mind adolescent learners when I developed the idea of existential funds of identity. Cheers, Adam This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/fc01c810/attachment.html From jgregmcverry@gmail.com Thu Jun 21 05:59:36 2018 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Thu, 21 Jun 2018 08:59:36 -0400 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: References: <1529533555888.83854@iped.uio.no> <1529583780354.1810@iped.uio.no> Message-ID: Here is a link to annotate Andy's piece on translating perezhivanie: https://jgregorymcverry.com/3731-2/ On Thu, Jun 21, 2018 at 8:54 AM Greg Mcverry wrote: > Alfredo there are two options: If you use Chrome you can have the > hypothes.is extension installed. > > If you use Firefox: click this link > https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf > > Really stick https://via.hypothes.is/ > > in front of most urls and you can annotate/ I should start using an xmca > tag for the articles I read from listserv > > On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil > wrote: > >> ?Thanks Julie and Greg. >> >> >> Welcome Julie! You made us (or at least me) curious about those remarks >> on the question of "existential" as related to "illumination" rather than >> simply an acknowledgement of the importance of "negative" experiences. I am >> excited to see if the discussion allows for unfolding more of this for us >> to learn a bit more. >> >> >> Greg, can the link that you shared be annotated? When I follow the link, >> it seems to only allow me to download the file, but not annotate it online. >> Or does it? >> >> >> Also, for those who might not have yet got a copy, the article is now >> open access and for the following weeks here: >> >> https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Greg Mcverry >> *Sent:* 21 June 2018 14:03 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: Re-situating funds of identity within >> contemporary interpretations of perezhivanie >> >> So I am annotating the article here before I formulate my response: >> https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf >> >> Some quick thoughts: >> -Allowing students to choose their software created a situation where >> identity was also mediated by technical knowledge., which in itself >> signifies membership and identities within groups. >> -There is a wealth of literature exploring image metaphors and identity. >> This is usually framed from a new literacies perspective and draws on James >> Paul Gee (too much). Every digital story telling study ends with, "Students >> did "identity work" this provided a fresh take on funds of identity. >> -I thought the role of the environment was downplayed here. Being in a >> school setting the motivation for doing identity work is influenced by >> power relationships int he classroom. >> -Interesting how cultural meaning and funds of knowledge (lazy cat) were >> included in the avatar of "lazt cat" >> -I am scared for our youth when the environment of perezhivanie is >> controlled by algorithims. Students do not get to decide how their identity >> is projected. Their social interactions, the friends they see and >> communicate with are now controlled by corporations. We must encourage >> students to own their digital spaces. >> -I am playing with the idea of building critical evaluation by having >> students interact with bias avatars doing bias read alouds of multiple >> sources. >> >> On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil >> wrote: >> >>> ?Thanks for the discussion so far, Moises and Adam. And while Moises (or >>> anyone else) perhaps comes back with a more a more comprehensive reaction, >>> I was just wondering about Mois?s question 2 and what the relation between >>> the categories "identity" and "personality" are, if they can be related at >>> all. In Vygotsky, perezhivanie is explicitly linked to personality. As far >>> as I can recall and without having gone to the texts and check, Vygotsky >>> does not use the term "identity" in the sense it is used in current >>> literature. This also leads me to wonder on the distinction >>> between *learning* (which according to Moises is part what the Funds of >>> Knowledge/Identity were designed to address) and *development*. Is >>> analytical categories, is perezhivanie more about development and funds of >>> identity more about learning? Or we have to differentiate them on other >>> grounds? >>> >>> Alfredo >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Adam Poole (16517826) >>> *Sent:* 19 June 2018 04:14 >>> *To:* xmca-l@mailman.ucsd.edu >>> *Subject:* [Xmca-l] Re-situating funds of identity within contemporary >>> interpretations of perezhivanie >>> >>> >>> >>> Thanks to Moises for posting some questions about the article that I >>> would like to respond to. >>> >>> >>> I will first include his summary and interpretation of the paper and >>> then respond to his questions. >>> >>> >>> >>> Interpretation of paper >>> >>> The Poole?s paper invited me to enrich the notion of funds of identity. >>> Grounded in the funds of knowledge approach, the funds of identity >>> concept >>> try to intentionally reinforce the positive backgrounds and experiences >>> of >>> learners to overcome the deficit thinking in education (to sum up: by >>> reducing marginalized school population to a sum of cultural, social, >>> linguistic deficits). However, our experience is not only light. And in >>> the dark funds of knowledge suggested by Zipin, existential funds of >>> identity invite us to capture a more holistic view on people?s >>> experience. >>> In my opinion, deep learning (meaningful, significant learning) is based >>> on the recognition and transformation of learners? identities. This >>> assertion, that would be one of my working hypothesis, assumes three >>> theoretical principles: (1) that human identities are culturally-situated >>> and distributed (geographical funds of identity, cultural funds of >>> identity, institutional funds of identity and so on); (2) that there is a >>> constitutive link between learning and identity (as so many scholars >>> suggested and developed) and (3) that meaning (significant experience) >>> plays an important role as a learning generator. Here in mind, I would >>> like to share three questions or topics that can help us to understand >>> the >>> Adam Poole?s paper, in particular, and further advance our >>> conceptualization on contemporary topics as perezhivanie, in general. >>> >>> >>> Questions >>> >>> >>> 1) Do you think that existential funds of identity should be >>> considered as a type of funds of identity? In other words, should be >>> incorporated into the prior classification into geographical, >>> practical, institutional, cultural and social funds of identity? Or may >>> be should be considered as a ?re-theorization? of funds of identity? >>> >>> >>> This is a question that I have been struggling with for some time. When >>> I initially uncovered existential funds of identity I considered to be more >>> than a type of funds of identity. I couldn't see how it related to the five >>> categories that you proposed, as to me the type of identity being described >>> was more internal or meditative. However, the more I researched into the >>> funds of identity concept and its theoretical underpinnings, the more I >>> came to question this conclusion. Firstly, funds of identity, as I >>> understand it, is predicated upon a synthesis of macro and micro-level >>> approaches to culture - that is, identity is embedded in artefacts and >>> social practices and therefore is distributed in nature. However, to bring >>> in the concept of perezhivanie, individuals construct new identities from >>> the social identities that surround them. In contrast, I initially >>> understood existential funds of identity as largely phenomenological in >>> nature. However, on reflection, I realised that issues to do with identity >>> confusion, relationship problems, etc, are social in nature. >>> >>> >>> So, existential funds of identity should be seen as a complement to >>> funds of identity, rather than a re-theorisation of it. Most significantly, >>> it can be used to show how negative experiences can be drawn on in order to >>> bring about positive pedagogical outcomes. >>> >>> >>> However, I would be interested to know if anyone else thinks that >>> existential funds of identity complements or contradicts the concept >>> developed by Moises. >>> >>> >>> >>> 2) How we could link the concepts of identity and perezhivanie? >>> >>> >>> Good question! For me. identity is an open-ended process that is both >>> personal and social in nature. For this reason, perezhivanie is a really >>> useful concept to bring this relationship into focus. Firstly, it shows how >>> development is the result of the dialectical relationship between the mind >>> and the environment. This relates to identity in a big way, as it >>> suggests that identity is quite fluid: we are different people in >>> different times and across different contexts. Perezhivanie is relevant >>> here as it helps to explain the way individuals relate differentially to >>> their environments. In relation to my teaching, I have found that students >>> do not embody fixed identities that they take with them from class to >>> class, but construct new identities in response to their classes - the >>> teacher, the students, the subject. To draw upon, and extend Thompson and >>> Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do >>> not only bring one school bag with them, but have many different bags from >>> which they draw in the construction, and performance, of their classroom >>> identities. >>> >>> >>> This realisation lead me to question the role of labelling that you >>> often find in staff rooms - this is the 'difficult' student, this is the >>> 'gifted' student, etc. By observing students' behaviour in other classes, I >>> realised that there was something going on between the students and their >>> environments - hence the link between identity and perezhivanie. Rather >>> than engaging with the imposed label (that really says more about our >>> deficit thinking than the students themselves) we should engage with the >>> students' lived experiences of their social world - both positive and >>> negative. >>> >>> >>> 3) One of the aims of funds of identity is to develop an approach >>> to the construct ?identity? that had educational implications. What are >>> the >>> educational/pedagogical implications of the existential funds of >>> identity? >>> >>> >>> This is a bit more of a complicated one! I do agree with your assertion >>> that drawing upon minoritised students' negative or problematic experiences >>> could lead to the reproduction of deficit thinking. However, I do think >>> that if handled ethically, teachers can draw upon both light and dark funds >>> of identity in order to valorise the whole child and their social worlds. >>> So pedagogically, existential funds of identity can help to develop 'thick' >>> stranded relationships between teachers and students. Moreover, it can also >>> bridge the gap between the classroom and home by acknowledging that life >>> and individual experiencing is complex and multi-layered, often involving >>> critical moments that are ambivalent in nature. I have to say that this >>> approach may not be appropriate for younger learners. I had in mind >>> adolescent learners when I developed the idea of existential funds of >>> identity. >>> >>> >>> >>> Cheers, >>> >>> >>> Adam >>> >>> >>> >>> >>> >>> This message and any attachment are intended solely for the addressee >>> and may contain confidential information. If you have received this message >>> in error, please send it back to me, and immediately delete it. Please do >>> not use, copy or disclose the information contained in this message or in >>> any attachment. Any views or opinions expressed by the author of this email >>> do not necessarily reflect the views of The University of Nottingham Ningbo >>> China. This message has been checked for viruses but the contents of an >>> attachment may still contain software viruses which could damage your >>> computer system: you are advised to perform your own checks. Email >>> communications with The University of Nottingham Ningbo China may be >>> monitored as permitted by UK and Chinese legislation. >>> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/652d784d/attachment.html From jgregmcverry@gmail.com Thu Jun 21 06:58:50 2018 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Thu, 21 Jun 2018 09:58:50 -0400 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: <1529585933283.27759@iped.uio.no> References: <1529533555888.83854@iped.uio.no> <1529583780354.1810@iped.uio.no> <1529585933283.27759@iped.uio.no> Message-ID: I think any discussion of Perezhivaniyaha throughout the development of an avatar must acknowledge the power relationship inherent in being told to draw on fountains of identity. What if the crisis involved is, "Ohh crap my teacher is making me draw and tell about who I am. I don't want to share?" or the cultural implications of asking youth to be "open" about who they are. I see the avatar study more as a study of visual metaphors. Choose a picture that represents you. Though I did like the novel analysis of word clouds. I love to see how we play with these in narrative multimodal analysis. I think the authors could find (though not from this theoretical lens) a lot of parallel work in Art Therapy journals, digital literacies, etc. We presented paper at LRA a few years back for example, (though Katina Zammit our discussant took us to the carpet for not using enough of a semiotic lens to analyze metaphors) where we had people choose a picture about themselves before an a digital literacy professional development and then choose one after. Fun way to find change states over a Likert scale. You so rarely get this response from participants. I have always never liked the idea of development and learning always beginning with crisis. I don't know the literature well enough to argue the point. i just know the concept is wrong in my gut. On Thu, Jun 21, 2018 at 8:59 AM Alfredo Jornet Gil wrote: > ?Okey, now I got it! Thanks Greg. I see now that you need to create a user > and log it to be able to annotate. That seems very promising to adopt as > usual praxis here at xmca when we discuss papers. Many thanks! > > Alfredo > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Greg Mcverry > *Sent:* 21 June 2018 14:54 > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: Re-situating funds of identity within > contemporary interpretations of perezhivanie > Alfredo there are two options: If you use Chrome you can have the > hypothes.is extension installed. > > If you use Firefox: click this link > https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf > > Really stick https://via.hypothes.is/ > > in front of most urls and you can annotate/ I should start using an xmca > tag for the articles I read from listserv > > On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil > wrote: > >> ?Thanks Julie and Greg. >> >> >> Welcome Julie! You made us (or at least me) curious about those remarks >> on the question of "existential" as related to "illumination" rather than >> simply an acknowledgement of the importance of "negative" experiences. I am >> excited to see if the discussion allows for unfolding more of this for us >> to learn a bit more. >> >> >> Greg, can the link that you shared be annotated? When I follow the link, >> it seems to only allow me to download the file, but not annotate it online. >> Or does it? >> >> >> Also, for those who might not have yet got a copy, the article is now >> open access and for the following weeks here: >> >> https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Greg Mcverry >> *Sent:* 21 June 2018 14:03 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: Re-situating funds of identity within >> contemporary interpretations of perezhivanie >> >> So I am annotating the article here before I formulate my response: >> https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf >> >> Some quick thoughts: >> -Allowing students to choose their software created a situation where >> identity was also mediated by technical knowledge., which in itself >> signifies membership and identities within groups. >> -There is a wealth of literature exploring image metaphors and identity. >> This is usually framed from a new literacies perspective and draws on James >> Paul Gee (too much). Every digital story telling study ends with, "Students >> did "identity work" this provided a fresh take on funds of identity. >> -I thought the role of the environment was downplayed here. Being in a >> school setting the motivation for doing identity work is influenced by >> power relationships int he classroom. >> -Interesting how cultural meaning and funds of knowledge (lazy cat) were >> included in the avatar of "lazt cat" >> -I am scared for our youth when the environment of perezhivanie is >> controlled by algorithims. Students do not get to decide how their identity >> is projected. Their social interactions, the friends they see and >> communicate with are now controlled by corporations. We must encourage >> students to own their digital spaces. >> -I am playing with the idea of building critical evaluation by having >> students interact with bias avatars doing bias read alouds of multiple >> sources. >> >> On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil >> wrote: >> >>> ?Thanks for the discussion so far, Moises and Adam. And while Moises (or >>> anyone else) perhaps comes back with a more a more comprehensive reaction, >>> I was just wondering about Mois?s question 2 and what the relation between >>> the categories "identity" and "personality" are, if they can be related at >>> all. In Vygotsky, perezhivanie is explicitly linked to personality. As far >>> as I can recall and without having gone to the texts and check, Vygotsky >>> does not use the term "identity" in the sense it is used in current >>> literature. This also leads me to wonder on the distinction >>> between *learning* (which according to Moises is part what the Funds of >>> Knowledge/Identity were designed to address) and *development*. Is >>> analytical categories, is perezhivanie more about development and funds of >>> identity more about learning? Or we have to differentiate them on other >>> grounds? >>> >>> Alfredo >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Adam Poole (16517826) >>> *Sent:* 19 June 2018 04:14 >>> *To:* xmca-l@mailman.ucsd.edu >>> *Subject:* [Xmca-l] Re-situating funds of identity within contemporary >>> interpretations of perezhivanie >>> >>> >>> >>> Thanks to Moises for posting some questions about the article that I >>> would like to respond to. >>> >>> >>> I will first include his summary and interpretation of the paper and >>> then respond to his questions. >>> >>> >>> >>> Interpretation of paper >>> >>> The Poole?s paper invited me to enrich the notion of funds of identity. >>> Grounded in the funds of knowledge approach, the funds of identity >>> concept >>> try to intentionally reinforce the positive backgrounds and experiences >>> of >>> learners to overcome the deficit thinking in education (to sum up: by >>> reducing marginalized school population to a sum of cultural, social, >>> linguistic deficits). However, our experience is not only light. And in >>> the dark funds of knowledge suggested by Zipin, existential funds of >>> identity invite us to capture a more holistic view on people?s >>> experience. >>> In my opinion, deep learning (meaningful, significant learning) is based >>> on the recognition and transformation of learners? identities. This >>> assertion, that would be one of my working hypothesis, assumes three >>> theoretical principles: (1) that human identities are culturally-situated >>> and distributed (geographical funds of identity, cultural funds of >>> identity, institutional funds of identity and so on); (2) that there is a >>> constitutive link between learning and identity (as so many scholars >>> suggested and developed) and (3) that meaning (significant experience) >>> plays an important role as a learning generator. Here in mind, I would >>> like to share three questions or topics that can help us to understand >>> the >>> Adam Poole?s paper, in particular, and further advance our >>> conceptualization on contemporary topics as perezhivanie, in general. >>> >>> >>> Questions >>> >>> >>> 1) Do you think that existential funds of identity should be >>> considered as a type of funds of identity? In other words, should be >>> incorporated into the prior classification into geographical, >>> practical, institutional, cultural and social funds of identity? Or may >>> be should be considered as a ?re-theorization? of funds of identity? >>> >>> >>> This is a question that I have been struggling with for some time. When >>> I initially uncovered existential funds of identity I considered to be more >>> than a type of funds of identity. I couldn't see how it related to the five >>> categories that you proposed, as to me the type of identity being described >>> was more internal or meditative. However, the more I researched into the >>> funds of identity concept and its theoretical underpinnings, the more I >>> came to question this conclusion. Firstly, funds of identity, as I >>> understand it, is predicated upon a synthesis of macro and micro-level >>> approaches to culture - that is, identity is embedded in artefacts and >>> social practices and therefore is distributed in nature. However, to bring >>> in the concept of perezhivanie, individuals construct new identities from >>> the social identities that surround them. In contrast, I initially >>> understood existential funds of identity as largely phenomenological in >>> nature. However, on reflection, I realised that issues to do with identity >>> confusion, relationship problems, etc, are social in nature. >>> >>> >>> So, existential funds of identity should be seen as a complement to >>> funds of identity, rather than a re-theorisation of it. Most significantly, >>> it can be used to show how negative experiences can be drawn on in order to >>> bring about positive pedagogical outcomes. >>> >>> >>> However, I would be interested to know if anyone else thinks that >>> existential funds of identity complements or contradicts the concept >>> developed by Moises. >>> >>> >>> >>> 2) How we could link the concepts of identity and perezhivanie? >>> >>> >>> Good question! For me. identity is an open-ended process that is both >>> personal and social in nature. For this reason, perezhivanie is a really >>> useful concept to bring this relationship into focus. Firstly, it shows how >>> development is the result of the dialectical relationship between the mind >>> and the environment. This relates to identity in a big way, as it >>> suggests that identity is quite fluid: we are different people in >>> different times and across different contexts. Perezhivanie is relevant >>> here as it helps to explain the way individuals relate differentially to >>> their environments. In relation to my teaching, I have found that students >>> do not embody fixed identities that they take with them from class to >>> class, but construct new identities in response to their classes - the >>> teacher, the students, the subject. To draw upon, and extend Thompson and >>> Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do >>> not only bring one school bag with them, but have many different bags from >>> which they draw in the construction, and performance, of their classroom >>> identities. >>> >>> >>> This realisation lead me to question the role of labelling that you >>> often find in staff rooms - this is the 'difficult' student, this is the >>> 'gifted' student, etc. By observing students' behaviour in other classes, I >>> realised that there was something going on between the students and their >>> environments - hence the link between identity and perezhivanie. Rather >>> than engaging with the imposed label (that really says more about our >>> deficit thinking than the students themselves) we should engage with the >>> students' lived experiences of their social world - both positive and >>> negative. >>> >>> >>> 3) One of the aims of funds of identity is to develop an approach >>> to the construct ?identity? that had educational implications. What are >>> the >>> educational/pedagogical implications of the existential funds of >>> identity? >>> >>> >>> This is a bit more of a complicated one! I do agree with your assertion >>> that drawing upon minoritised students' negative or problematic experiences >>> could lead to the reproduction of deficit thinking. However, I do think >>> that if handled ethically, teachers can draw upon both light and dark funds >>> of identity in order to valorise the whole child and their social worlds. >>> So pedagogically, existential funds of identity can help to develop 'thick' >>> stranded relationships between teachers and students. Moreover, it can also >>> bridge the gap between the classroom and home by acknowledging that life >>> and individual experiencing is complex and multi-layered, often involving >>> critical moments that are ambivalent in nature. I have to say that this >>> approach may not be appropriate for younger learners. I had in mind >>> adolescent learners when I developed the idea of existential funds of >>> identity. >>> >>> >>> >>> Cheers, >>> >>> >>> Adam >>> >>> >>> >>> >>> >>> This message and any attachment are intended solely for the addressee >>> and may contain confidential information. If you have received this message >>> in error, please send it back to me, and immediately delete it. Please do >>> not use, copy or disclose the information contained in this message or in >>> any attachment. Any views or opinions expressed by the author of this email >>> do not necessarily reflect the views of The University of Nottingham Ningbo >>> China. This message has been checked for viruses but the contents of an >>> attachment may still contain software viruses which could damage your >>> computer system: you are advised to perform your own checks. Email >>> communications with The University of Nottingham Ningbo China may be >>> monitored as permitted by UK and Chinese legislation. >>> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/e3761dff/attachment.html From jgregmcverry@gmail.com Thu Jun 21 07:21:40 2018 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Thu, 21 Jun 2018 10:21:40 -0400 Subject: [Xmca-l] Annotations and XMCA Message-ID: Alfredo, I moved the discussion off of the other thread (though I am perpelexed by the Perezhivaniyaha and influence of power in being told by educators to reflect on one's funds of identity*) *to think about annotations. I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group. Yet you are right. Hypothes.is it is still a place I must create an account. It would be really cool to annotate, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it. I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny. In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls "ethical tech " that would pass Stommel's test for Ethical online learning Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning? When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use. I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance. The funds of knowledge and funds of identity outside of formal learning environments This is what scares me more than anything in child development right now. "personality and knowledge are now actively constructed" (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions. The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research. Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What's App, Instagram, Occulus). This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank? We need to discuss with children that all the research shows notifications and social media often make more people sad than happy. Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web. To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning. Thus I believe as educators we have a responsibility to our students and their avatars. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/0909b9b3/attachment.html From jgregmcverry@gmail.com Thu Jun 21 07:43:45 2018 From: jgregmcverry@gmail.com (Greg Mcverry) Date: Thu, 21 Jun 2018 10:43:45 -0400 Subject: [Xmca-l] Re: Annotations and XMCA In-Reply-To: References: Message-ID: And I mix up my article and plural forms at the intersection of growing knowledge and the mistake of cutting and pasting as a synthesis tool to avoid the cognitive load of Russian spelling....hmmmmm On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry wrote: > Alfredo, > > I moved the discussion off of the other thread (though I am perpelexed by > the Perezhivaniyaha and influence of power in being told by educators to > reflect on one's funds of identity*) *to think about annotations. > > I wanted you to know they are automatically given a Public Domain License. > If there was interest and people do want to maintain rights to their > content we could do a private XMCA group. > > Yet you are right. Hypothes.is it is still a place I must create an > account. It would be really cool to annotate, or at least syndicate > annotations back to my blog. I try to include a feed to all my annotations > as an iframe but as soon as I make a public annotation I no longer own it. > > I am okay with this. Many on the listserv may not be. I am cool with that > too. Your data. Your destiny. > > In terms of my annotations I figure I am paid by taxpayers thus my mental > work on the state dime belongs in the open. I also believe in the team > behind the project as creating what Anil Dash calls "ethical tech > " > that would pass Stommel's test for Ethical online learning > > > Yet now what happens when learning and reading itself become performative? > Or the act of note taking used as a measure of learning? > > When I annotate with students I never force them to give up rights to > their work or publish openly. In fact I still allow print and paper > annotation because I feel like I do not have a right to dictate what kind > of external storage device to use. > > I firmly believe students should own their data. Too often the > perezhivanie surrounding online learning strips students of power. Rights > to the content gone and often materials inaccessible as soon as class > finishes. It can get worse and soon universities are drawing correlations > between meal points spent and student performance. > > The funds of knowledge and funds of identity outside of formal learning > environments > > This is what scares me more than anything in child development right now. > "personality and knowledge are now actively constructed" (Blunden, p. 2) > in environments that are simultaneously designed to take advantage of brain > chemistry while controlling the flow of social peer interactions. > > The Funds of Identity children draw upon are algorithmically determined by > corporate interest, mob mentality and millions of dollars into never > published brain, computer, and human interaction research. > > Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. > > I believe we need frank conversations about our avatars as they are just > networked funds in the centralized bank of facebook (as in Facebook, What's > App, Instagram, Occulus). > > This is why I believe we need to teach our children early on about carving > out their own corner of the web. What is the point of being able to draw on > funds of identity if somebody else owns the bank? > > We need to discuss with children that all the research shows notifications > and social media often make more people sad than happy. > > Most importantly, and a lesson I too often ignore, we need to model good > digital hygiene. Remove most if not all notifications from your phone. Be > picky about social media apps.Get your own website. Syndicate from your > place out on to the web. > > To circle back to the article that is the tough part of perezhivaniyaha in > school is it is a place where funds of identity are developed yet the > processing of social experiences occurs through rapid APIs and machine > learning. > > Thus I believe as educators we have a responsibility to our students and > their avatars. > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/407814c6/attachment.html From smago@uga.edu Thu Jun 21 13:25:51 2018 From: smago@uga.edu (Peter Smagorinsky) Date: Thu, 21 Jun 2018 20:25:51 +0000 Subject: [Xmca-l] Re: FW: Fyi In-Reply-To: References: Message-ID: I also do some admittedly speculative dot-connecting on Vygotsky?s Jewish heritage in this article, but I later read Van der Veer?s better informed account, and the two jibe well. (I forget which RVdV, there?s a lot). Smagorinsky, P. (2012). Vygotsky, "defectology," and the inclusion of people of difference in the broader cultural stream. Journal of Language and Literacy Education [Online], 8(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/05/Vygotsky-and-Defectology.pdf From: xmca-l-bounces@mailman.ucsd.edu On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 9:13 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Fyi Many thanks, David and Peter! On Wed, Jun 20, 2018 at 2:23 PM, Peter Smagorinsky > wrote: Attached. p From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David H Kirshner Sent: Wednesday, June 20, 2018 7:19 PM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Here?s another reference from Bella and Theodore: Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his time: Jewish influences on Lev Semionovich Vygotsky?s world view. History of Psychology, 11(1), 15-39. David From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 10:22 AM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky > wrote: Another interesting paper by Rene and colleague on LSV's Jewish heritage, something I've been fascinated by for several years (my grandparents were Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad had 2 brothers born there, he and a brother were born in New York). -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/968d2e06/attachment.html From a.j.gil@iped.uio.no Thu Jun 21 14:41:48 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Thu, 21 Jun 2018 21:41:48 +0000 Subject: [Xmca-l] Re: Annotations and XMCA In-Reply-To: References: , Message-ID: <1529617308539.74857@iped.uio.no> ?Interesting connection with the article through the digital side. Digital Funds of Identity! (if the term has not in fact been used yet). I am going to ?do a bit of re-tweet and of "like" gesture copying one of your statements, which I found quite revealing: "What is the point of being able to draw on funds of identity if somebody else owns the bank?" You just made me realise that xmca may be one such little carved place in the web as the ones you are hoping children will learn to create. Thanks for contributing to it, and thanks for the online annotation links. Alfredo ________________________________ From: Greg Mcverry Sent: 21 June 2018 16:43 To: eXtended Mind, Culture, Activity; Alfredo Jornet Gil Subject: Re: Annotations and XMCA And I mix up my article and plural forms at the intersection of growing knowledge and the mistake of cutting and pasting as a synthesis tool to avoid the cognitive load of Russian spelling....hmmmmm On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > wrote: Alfredo, I moved the discussion off of the other thread (though I am perpelexed by the Perezhivaniyaha and influence of power in being told by educators to reflect on one's funds of identity) to think about annotations. I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group. Yet you are right. Hypothes.is it is still a place I must create an account. It would be really cool to annotate, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it. I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny. In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls "ethical tech" that would pass Stommel's test for Ethical online learning Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning? When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use. I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance. The funds of knowledge and funds of identity outside of formal learning environments This is what scares me more than anything in child development right now. "personality and knowledge are now actively constructed" (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions. The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research. Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What's App, Instagram, Occulus). This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank? We need to discuss with children that all the research shows notifications and social media often make more people sad than happy. Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web. To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning. Thus I believe as educators we have a responsibility to our students and their avatars. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/b51a9d4f/attachment.html From julian.williams@manchester.ac.uk Thu Jun 21 14:57:08 2018 From: julian.williams@manchester.ac.uk (Julian Williams) Date: Thu, 21 Jun 2018 21:57:08 +0000 Subject: [Xmca-l] Re: 'funds' of knowledge and identity Message-ID: <3A24E753-5DE5-4B55-8C1E-D53EBB6DB5C0@manchester.ac.uk> Alfredo/all Indeed ? whose funds, and whose banks? The key term here is capital (economic or cultural) .. that is the potential by its possessors to oppress those who lack it. I think we should be critical of ?funds? of knowledge and identity and point out that funds might be ?capital? and not just resources for oppressed peoples to challenge their oppressors. In my critique, I point to the way such funds can actually provide resources for schooling to serve their function as reproducing and alienating learners? What I liked about the paper (I think we are discussing on the dark side of funds of identity?) was that it seemed (see our MCA editorial) to offer an alternative view of ?funds?? , that oppressed people might have developed ?experiential? resources (not capital) that schools would not necessarily normally recognise but that might actually challenge schools in their class reproductive functions. Julian From: on behalf of Alfredo Gil Reply-To: "eXtended Mind, Culture, Activity" Date: Thursday, 21 June 2018 at 22:43 To: Greg Mcverry , "eXtended Mind, Culture, Activity" Subject: [Xmca-l] Re: Annotations and XMCA ?Interesting connection with the article through the digital side. Digital Funds of Identity! (if the term has not in fact been used yet). I am going to ?do a bit of re-tweet and of "like" gesture copying one of your statements, which I found quite revealing: "What is the point of being able to draw on funds of identity if somebody else owns the bank?" You just made me realise that xmca may be one such little carved place in the web as the ones you are hoping children will learn to create. Thanks for contributing to it, and thanks for the online annotation links. Alfredo ________________________________ From: Greg Mcverry Sent: 21 June 2018 16:43 To: eXtended Mind, Culture, Activity; Alfredo Jornet Gil Subject: Re: Annotations and XMCA And I mix up my article and plural forms at the intersection of growing knowledge and the mistake of cutting and pasting as a synthesis tool to avoid the cognitive load of Russian spelling....hmmmmm On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > wrote: Alfredo, I moved the discussion off of the other thread (though I am perpelexed by the Perezhivaniyaha and influence of power in being told by educators to reflect on one's funds of identity) to think about annotations. I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group. Yet you are right. Hypothes.is it is still a place I must create an account. It would be really cool to annotate, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it. I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny. In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls "ethical tech" that would pass Stommel's test for Ethical online learning Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning? When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use. I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance. The funds of knowledge and funds of identity outside of formal learning environments This is what scares me more than anything in child development right now. "personality and knowledge are now actively constructed" (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions. The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research. Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What's App, Instagram, Occulus). This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank? We need to discuss with children that all the research shows notifications and social media often make more people sad than happy. Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web. To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning. Thus I believe as educators we have a responsibility to our students and their avatars. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/04ec153b/attachment.html From mcole@ucsd.edu Thu Jun 21 16:07:00 2018 From: mcole@ucsd.edu (mike cole) Date: Thu, 21 Jun 2018 16:07:00 -0700 Subject: [Xmca-l] Re: FW: Fyi In-Reply-To: References: Message-ID: That is a pretty small gene pool there in Gomel, Peter. You should go on Ancestry to see check out the Jewish population at the time, Peter. Maybe you and LSV come from the same extended family! In fact, quite seriously an historical study of the families of the LSV generation and Davydov/Zinchenko/Ilyenkov/Akhutina... generation would be of real interest. We are reading *The Government House* here at home; that building was located only a few blocks the Luria household, very close to the Kremlin. The name Luria shows up in the book. I am finding it very enlightening about the social historical context of the first generation of cultural-historical, non-classical, psychology. We are living in a very different world. But eerily the same as the year I was born. mike On Thu, Jun 21, 2018 at 1:25 PM, Peter Smagorinsky wrote: > I also do some admittedly speculative dot-connecting on Vygotsky?s Jewish > heritage in this article, but I later read Van der Veer?s better informed > account, and the two jibe well. (I forget which RVdV, there?s a lot). > > > > Smagorinsky, P. (2012). Vygotsky, "defectology," and the inclusion of > people of difference in the broader cultural stream. *Journal of Language > and Literacy Education* [Online], *8*(1), 1-25. Available at > http://jolle.coe.uga.edu/wp-content/uploads/2012/05/ > Vygotsky-and-Defectology.pdf > > > > > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David Preiss > *Sent:* Wednesday, June 20, 2018 9:13 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Many thanks, David and Peter! > > > > On Wed, Jun 20, 2018 at 2:23 PM, Peter Smagorinsky wrote: > > > > Attached. p > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David H Kirshner > *Sent:* Wednesday, June 20, 2018 7:19 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Here?s another reference from Bella and Theodore: > > > > Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his > time: Jewish influences on Lev Semionovich Vygotsky?s world view. *History > of Psychology, 11*(1), 15-39. > > > > David > > > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David Preiss > *Sent:* Wednesday, June 20, 2018 10:22 AM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Many thanks for sharing this, Peter. I have always been curious about LSV > jewish heritage and did not know of many sources available. (My father was > born in Russia and his parent are Jews from Poland and Austria, holocaust > survivors...) > > > > On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky wrote: > > Another interesting paper by Rene and colleague on LSV's Jewish heritage, > something I've been fascinated by for several years (my grandparents were > Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad > had 2 brothers born there, he and a brother were born in New York). > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/f0e57e02/attachment.html From huw.softdesigns@gmail.com Thu Jun 21 16:21:06 2018 From: huw.softdesigns@gmail.com (Huw Lloyd) Date: Fri, 22 Jun 2018 00:21:06 +0100 Subject: [Xmca-l] Re: 'funds' of knowledge and identity In-Reply-To: <3A24E753-5DE5-4B55-8C1E-D53EBB6DB5C0@manchester.ac.uk> References: <3A24E753-5DE5-4B55-8C1E-D53EBB6DB5C0@manchester.ac.uk> Message-ID: A few things that may be worth distinguishing: i) The paper/topic is not about identity but rather identification. ii) An overcoming entails a reorganisation. In such circumstances it isn't a bank of riches, it a more richly organised psyche. iii) Experience without intention is not a meaningful unity. This is absent in at least one of Bozhovich's (translated) papers on SSD and I suspect this is carried over into work on Perezhivanie. Hope that helps, Huw. On 21 June 2018 at 22:57, Julian Williams wrote: > Alfredo/all > > > > Indeed ? whose funds, and whose banks? The key term here is capital > (economic or cultural) .. that is the potential by its possessors to > oppress those who lack it. > > > > I think we should be critical of ?funds? of knowledge and identity and > point out that funds might be ?capital? and not just resources for > oppressed peoples to challenge their oppressors. > > > > In my critique, I point to the way such funds can actually provide > resources for schooling to serve their function as reproducing and > alienating learners? > > > > What I liked about the paper (I think we are discussing on the dark side > of funds of identity?) was that it seemed (see our MCA editorial) to offer > an alternative view of ?funds?? , that oppressed people might have > developed ?experiential? resources (not capital) that schools would not > necessarily normally recognise but that might actually challenge schools in > their class reproductive functions. > > > > Julian > > > > *From: * on behalf of Alfredo Gil < > a.j.gil@iped.uio.no> > *Reply-To: *"eXtended Mind, Culture, Activity" > *Date: *Thursday, 21 June 2018 at 22:43 > *To: *Greg Mcverry , "eXtended Mind, Culture, > Activity" > *Subject: *[Xmca-l] Re: Annotations and XMCA > > > > ?Interesting connection with the article through the digital side. Digital > Funds of Identity! (if the term has not in fact been used yet). I am > going to ?do a bit of re-tweet and of "like" gesture copying one of your > statements, which I found quite revealing: > > > > "What is the point of being able to draw on funds of identity if somebody > else owns the bank?" > > > > You just made me realise that xmca may be one such little carved place in > the web as the ones you are hoping children will learn to create. Thanks > for contributing to it, and thanks for the online annotation links. > > > Alfredo > > > > > ------------------------------ > > *From:* Greg Mcverry > *Sent:* 21 June 2018 16:43 > *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil > *Subject:* Re: Annotations and XMCA > > > > And I mix up my article and plural forms at the intersection of growing > knowledge and the mistake of cutting and pasting as a synthesis tool to > avoid the cognitive load of Russian spelling....hmmmmm > > > > On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > wrote: > > Alfredo, > > > > I moved the discussion off of the other thread (though I am perpelexed by > the Perezhivaniyaha and influence of power in being told by educators to > reflect on one's funds of identity*) *to think about annotations. > > > > I wanted you to know they are automatically given a Public Domain License. > If there was interest and people do want to maintain rights to their > content we could do a private XMCA group. > > > > Yet you are right. Hypothes.is it is still a place I must create an > account. It would be really cool to annotate, or at least syndicate > annotations back to my blog. I try to include a feed to all my annotations > as an iframe but as soon as I make a public annotation I no longer own it. > > > > I am okay with this. Many on the listserv may not be. I am cool with that > too. Your data. Your destiny. > > > > In terms of my annotations I figure I am paid by taxpayers thus my mental > work on the state dime belongs in the open. I also believe in the team > behind the project as creating what Anil Dash calls "ethical tech > " > that would pass Stommel's test for Ethical online learning > > > > > Yet now what happens when learning and reading itself become performative? > Or the act of note taking used as a measure of learning? > > > > When I annotate with students I never force them to give up rights to > their work or publish openly. In fact I still allow print and paper > annotation because I feel like I do not have a right to dictate what kind > of external storage device to use. > > > > I firmly believe students should own their data. Too often the > perezhivanie surrounding online learning strips students of power. Rights > to the content gone and often materials inaccessible as soon as class > finishes. It can get worse and soon universities are drawing correlations > between meal points spent and student performance. > > > > The funds of knowledge and funds of identity outside of formal learning > environments > > > > This is what scares me more than anything in child development right now. > "personality and knowledge are now actively constructed" (Blunden, p. 2) > in environments that are simultaneously designed to take advantage of brain > chemistry while controlling the flow of social peer interactions. > > > > The Funds of Identity children draw upon are algorithmically determined by > corporate interest, mob mentality and millions of dollars into never > published brain, computer, and human interaction research. > > > > Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. > > > > I believe we need frank conversations about our avatars as they are just > networked funds in the centralized bank of facebook (as in Facebook, What's > App, Instagram, Occulus). > > > > This is why I believe we need to teach our children early on about carving > out their own corner of the web. What is the point of being able to draw on > funds of identity if somebody else owns the bank? > > > > We need to discuss with children that all the research shows notifications > and social media often make more people sad than happy. > > > > Most importantly, and a lesson I too often ignore, we need to model good > digital hygiene. Remove most if not all notifications from your phone. Be > picky about social media apps.Get your own website. Syndicate from your > place out on to the web. > > > > To circle back to the article that is the tough part of perezhivaniyaha in > school is it is a place where funds of identity are developed yet the > processing of social experiences occurs through rapid APIs and machine > learning. > > > > Thus I believe as educators we have a responsibility to our students and > their avatars. > > > > > > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180622/73061934/attachment.html From smago@uga.edu Thu Jun 21 20:49:05 2018 From: smago@uga.edu (Peter Smagorinsky) Date: Fri, 22 Jun 2018 03:49:05 +0000 Subject: [Xmca-l] Re: FW: Fyi In-Reply-To: References: Message-ID: Thanks Mike, I?d love to claim a connection in blood, but it?s hard to say. My grandparents left with what they could carry and only memories of a few old relatives helped me piece together a sketchy genealogy awhile back. The best I could come up with was my father?s grandparents; nobody could trace anything deeper or wider than that. Jacob Azaroff b.Gomel, Byelorussia m.Rose Rosen b.Gomel, Byelorussia, d.US Salman Smagorinsky married his cousin Rachel Smagorinsky + And Smagorinsky is probably an Ellis Island corruption; I?ve come across people with slightly different spellings, likely related. The original family home was Smorgonie, which I looked up long ago to find the following, only for those with time on their hands: The Smagorinsky family presumably originated in the town of Smorgonie (also Smorgon, Smorgonie, Smargon) in Byelorussia. It is a very small town (1931 population: 4,090; 1959 population: 6,500) about 40 miles southeast of Vilnius, the capital of Lithuania; it lies between Vilnius and Minsk. It is in the central Molodechno oblast near the Viliya River in the Wilno District in Oszmiana County. In the Sixteenth Century it was owned by the wealthy Lithuanian Despot Zenowicz, and was later the private town of Prince Radziwill's family. It is now an agricultural processing center, producing linen, wool, hides and hops. The dairy industry and sawmilling and brick manufacturing are the other primary industries. The town still has the ruins of a 16th century church. Smorgonie passed from Poland to Russia in 1793, was reverted to Poland in 1921, and was finally ceded to the USSR in 1945. It was occasionally used as a stopping place for troops passing between Russia and Poland, and during World War I, just after the Smagorinskys had emigrated to America, heavy struggles took place in the vicinity between Russian and German troops. Smorgonie is typical of cities in West European USSR. The population before the time of Hitler was nearly half Jewish. Though obscure, it has its place in history: On December 5, 1812, Napoleon, while retreating from Moscow, stopped in Smorgonie to dispatch a bulletin to Paris reporting on his success in Moscow but ultimate submission to the bitter Russian elements. He meant to reassure his fellow French that he was indeed alive and well, and in control of the French government, just as others at home were plotting to depose him. That evening, to stop the insurrection at home, he left his army in Smorgonie under the authority of King Murat and went to Paris. Commoners in the town baked famous cakes and biscuits which were sold at fairs and bakeries. These came to be known throughout eastern Europe as "smorgoni." Smorgonie is also famous for its dancing chickens and trained bears. In the small provincial towns of eastern Europe, a major source of entertainment is the traveling circuses. One of their featured attractions was dancing chickens, all of which were trained in Smorgonie. The chickens were trained by putting them in a confining cage, placing the cage on a hot stove, and playing a lively tune with whatever instrument was handy. Conditioned thusly, they would hop and dance about in the circuses when cued by the playing of an appropriate tune. Smorgonians also grew and tamed bears which they featured in shows as they toured all of Europe. Hence the famous sayings, according to a Polish encyclopedia, "Smorgonian academy," "Smorgonian Academician" (for a graduate), "Smorgonian rascal," and other such appellations. The Smagorinsky family originated in Smorgonie, but moved to other parts of Byelorussia. The cities they settled in were Minsk and Gomel. From: xmca-l-bounces@mailman.ucsd.edu On Behalf Of mike cole Sent: Friday, June 22, 2018 12:07 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Fyi That is a pretty small gene pool there in Gomel, Peter. You should go on Ancestry to see check out the Jewish population at the time, Peter. Maybe you and LSV come from the same extended family! In fact, quite seriously an historical study of the families of the LSV generation and Davydov/Zinchenko/Ilyenkov/Akhutina... generation would be of real interest. We are reading The Government House here at home; that building was located only a few blocks the Luria household, very close to the Kremlin. The name Luria shows up in the book. I am finding it very enlightening about the social historical context of the first generation of cultural-historical, non-classical, psychology. We are living in a very different world. But eerily the same as the year I was born. mike On Thu, Jun 21, 2018 at 1:25 PM, Peter Smagorinsky > wrote: I also do some admittedly speculative dot-connecting on Vygotsky?s Jewish heritage in this article, but I later read Van der Veer?s better informed account, and the two jibe well. (I forget which RVdV, there?s a lot). Smagorinsky, P. (2012). Vygotsky, "defectology," and the inclusion of people of difference in the broader cultural stream. Journal of Language and Literacy Education [Online], 8(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/05/Vygotsky-and-Defectology.pdf From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 9:13 PM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Many thanks, David and Peter! On Wed, Jun 20, 2018 at 2:23 PM, Peter Smagorinsky > wrote: Attached. p From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David H Kirshner Sent: Wednesday, June 20, 2018 7:19 PM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Here?s another reference from Bella and Theodore: Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his time: Jewish influences on Lev Semionovich Vygotsky?s world view. History of Psychology, 11(1), 15-39. David From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 10:22 AM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky > wrote: Another interesting paper by Rene and colleague on LSV's Jewish heritage, something I've been fascinated by for several years (my grandparents were Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad had 2 brothers born there, he and a brother were born in New York). -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180622/ca02ad13/attachment.html From moises.esteban@udg.edu Tue Jun 26 01:46:26 2018 From: moises.esteban@udg.edu (MOISES ESTEBAN-GUITART) Date: Tue, 26 Jun 2018 10:46:26 +0200 (CEST) Subject: [Xmca-l] Re: 'funds' of knowledge and identity In-Reply-To: References: <3A24E753-5DE5-4B55-8C1E-D53EBB6DB5C0@manchester.ac.uk> Message-ID: <50481.84.88.152.81.1530002786.squirrel@montseny.udg.edu> Some thoughts about some of the interesting ideas suggested thanks to Adam Poole?s paper and participants in this virtual discussion: - Regarding ?funds? and ?capital?, I would not agree if ?capital? means that rich people have cultural, linguistic and social capital and poor people have not. All families have lived experiences and sociocultural practices regardless their linguistic, ethnic, economic condition. Indeed, the funds of knowledge approach was aimed at countering what was described as deficit thinking in education; i.e. the idea that low school performance among underrepresented students was caused by underlying linguistic, economic and cultural limitations instead of political reasons such as power relationships and so on. Hence, in order to challenge the deficit thinking prevalent in education and the racist policies that misunderstand the inherent complexities of migrant people, it was argued that the households of students of Mexican origin living in Tucson did, in fact, have at their disposal a wide variety of skills, knowledge and competencies forged in their working lives and community history (Moll, Amanti, Neff, & Gonz?lez, 1992). However, these intellectual and educational resources were essentially invisible in school practice and curricular structure due to asymmetric power relationships (Rodriguez, 2013). Therefore, school performance could be improved by having teachers visit the families of some of their students, identify their skills and knowledge and incorporate them into educational practice. The idea involves an educational policy and concept which, by recognizing and legitimizing the lifestyles involved in the cultural practices of the students? families, is expected to create relationships of ?confianza? (mutual trust) between teachers and families in order to: (a) build bridges of cooperation that can diminish the prejudices and stereotypes between the two contexts of activity (Gonzalez & Moll, 2002) and (b) link school curricula and educational practice to the lifestyles of students (McIntyre, Rosebery, & Gonz?lez, 2001). However, it seems to me is fruitfully examine how these theoretical frameworks (funds and capital) can complement each other when attempting to understand educational opportunity for under-represented students. A challenge done by Rios-Aguilar, Kiyama, Gravitt & Moll (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education. - I agree that ?identification? would be a best choice than ?identity? because identity reinforces a static and too homogeny view on person. Rather, people identities are culturally sensitive phenomena, distributed and situated. In that sense, to me the identity artefacts such as Avatars have epistemic values. To me ?identity? is in people as well as things. This implies that identity is tangible and embedded. In that sense, identity is both product and process. The funds of identity are (re)constructed through the identity artefact used such as Avatar in a particular cultural practice. In other words, Avatar, as a medium and mediator, facilities acts of identification, but it also changes it: distorts it, arguments it, transforms it depending the audience, the purpose-intentionality, the practice, the context. It can be connected with the discussion on catharsis and transformation. - On ?digital funds of identity?. I definitely think we need a reconceptualization on funds of knowledge and identity 2.0. I?m not sure if we should talk about ?digital funds of? or ?funds of digital identity?? In any case, Adam Poole wrote interesting papers on it. For example Poole (2017). Funds of Knowledge 2.0: Towards digital Funds of Identity. Learning, Culture and Social Interaction. In an educational and practical way, I think we should take into account some developments such as connected learning approach (Mimi Ito, Bill Penuel, and so on) and participatory culture (Jenkins) as a cultural practices and consequences of our devices and digital artefacts. Indeed, as Ratner likes to say, ?We are the product of the products we produce?. m > A few things that may be worth distinguishing: > > i) The paper/topic is not about identity but rather identification. > > ii) An overcoming entails a reorganisation. In such circumstances it isn't > a bank of riches, it a more richly organised psyche. > > iii) Experience without intention is not a meaningful unity. This is > absent > in at least one of Bozhovich's (translated) papers on SSD and I suspect > this is carried over into work on Perezhivanie. > > Hope that helps, > Huw. > > On 21 June 2018 at 22:57, Julian Williams > > wrote: > >> Alfredo/all >> >> >> >> Indeed ??? whose funds, and whose banks? The key term here is capital >> (economic or cultural) .. that is the potential by its possessors to >> oppress those who lack it. >> >> >> >> I think we should be critical of ???funds??? of knowledge and identity >> and >> point out that funds might be ???capital??? and not just resources for >> oppressed peoples to challenge their oppressors. >> >> >> >> In my critique, I point to the way such funds can actually provide >> resources for schooling to serve their function as reproducing and >> alienating learners??? >> >> >> >> What I liked about the paper (I think we are discussing on the dark side >> of funds of identity?) was that it seemed (see our MCA editorial) to >> offer >> an alternative view of ???funds?????? , that oppressed people might have >> developed ???experiential??? resources (not capital) that schools would >> not >> necessarily normally recognise but that might actually challenge schools >> in >> their class reproductive functions. >> >> >> >> Julian >> >> >> >> *From: * on behalf of Alfredo Gil < >> a.j.gil@iped.uio.no> >> *Reply-To: *"eXtended Mind, Culture, Activity" >> *Date: *Thursday, 21 June 2018 at 22:43 >> *To: *Greg Mcverry , "eXtended Mind, Culture, >> Activity" >> *Subject: *[Xmca-l] Re: Annotations and XMCA >> >> >> >> ???Interesting connection with the article through the digital side. >> Digital >> Funds of Identity! (if the term has not in fact been used yet). I am >> going to ???do a bit of re-tweet and of "like" gesture copying one of >> your >> statements, which I found quite revealing: >> >> >> >> "What is the point of being able to draw on funds of identity if >> somebody >> else owns the bank?" >> >> >> >> You just made me realise that xmca may be one such little carved place >> in >> the web as the ones you are hoping children will learn to create. Thanks >> for contributing to it, and thanks for the online annotation links. >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> >> *From:* Greg Mcverry >> *Sent:* 21 June 2018 16:43 >> *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil >> *Subject:* Re: Annotations and XMCA >> >> >> >> And I mix up my article and plural forms at the intersection of growing >> knowledge and the mistake of cutting and pasting as a synthesis tool to >> avoid the cognitive load of Russian spelling....hmmmmm >> >> >> >> On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry >> wrote: >> >> Alfredo, >> >> >> >> I moved the discussion off of the other thread (though I am perpelexed >> by >> the Perezhivaniyaha and influence of power in being told by educators >> to >> reflect on one's funds of identity*) *to think about annotations. >> >> >> >> I wanted you to know they are automatically given a Public Domain >> License. >> If there was interest and people do want to maintain rights to their >> content we could do a private XMCA group. >> >> >> >> Yet you are right. Hypothes.is it is still a place I must create an >> account. It would be really cool to annotate, or at least syndicate >> annotations back to my blog. I try to include a feed to all my >> annotations >> as an iframe but as soon as I make a public annotation I no longer own >> it. >> >> >> >> I am okay with this. Many on the listserv may not be. I am cool with >> that >> too. Your data. Your destiny. >> >> >> >> In terms of my annotations I figure I am paid by taxpayers thus my >> mental >> work on the state dime belongs in the open. I also believe in the team >> behind the project as creating what Anil Dash calls "ethical tech >> " >> that would pass Stommel's test for Ethical online learning >> >> >> >> >> Yet now what happens when learning and reading itself become >> performative? >> Or the act of note taking used as a measure of learning? >> >> >> >> When I annotate with students I never force them to give up rights to >> their work or publish openly. In fact I still allow print and paper >> annotation because I feel like I do not have a right to dictate what >> kind >> of external storage device to use. >> >> >> >> I firmly believe students should own their data. Too often the >> perezhivanie surrounding online learning strips students of power. >> Rights >> to the content gone and often materials inaccessible as soon as class >> finishes. It can get worse and soon universities are drawing >> correlations >> between meal points spent and student performance. >> >> >> >> The funds of knowledge and funds of identity outside of formal learning >> environments >> >> >> >> This is what scares me more than anything in child development right >> now. >> "personality and knowledge are now actively constructed" (Blunden, p. 2) >> in environments that are simultaneously designed to take advantage of >> brain >> chemistry while controlling the flow of social peer interactions. >> >> >> >> The Funds of Identity children draw upon are algorithmically determined >> by >> corporate interest, mob mentality and millions of dollars into never >> published brain, computer, and human interaction research. >> >> >> >> Who you talk to? Facebook feed. Chasing likes and clicks? Instagram >> envy. >> >> >> >> I believe we need frank conversations about our avatars as they are just >> networked funds in the centralized bank of facebook (as in Facebook, >> What's >> App, Instagram, Occulus). >> >> >> >> This is why I believe we need to teach our children early on about >> carving >> out their own corner of the web. What is the point of being able to draw >> on >> funds of identity if somebody else owns the bank? >> >> >> >> We need to discuss with children that all the research shows >> notifications >> and social media often make more people sad than happy. >> >> >> >> Most importantly, and a lesson I too often ignore, we need to model good >> digital hygiene. Remove most if not all notifications from your phone. >> Be >> picky about social media apps.Get your own website. Syndicate from your >> place out on to the web. >> >> >> >> To circle back to the article that is the tough part of perezhivaniyaha >> in >> school is it is a place where funds of identity are developed yet the >> processing of social experiences occurs through rapid APIs and machine >> learning. >> >> >> >> Thus I believe as educators we have a responsibility to our students and >> their avatars. >> >> >> >> >> >> >> >> >> >> > -- Mois?s Esteban Guitart Dpt de psicologia Institut de Recerca Educativa Facultat d'Educaci? i Psicologia Universitat de Girona http://mipe.psyed.edu.es/ca/ http://psicologia.udg.edu/PTCEDH/presentation.asp https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en From julian.williams@manchester.ac.uk Tue Jun 26 04:22:15 2018 From: julian.williams@manchester.ac.uk (Julian Williams) Date: Tue, 26 Jun 2018 11:22:15 +0000 Subject: [Xmca-l] Re: 'funds' of knowledge and identity In-Reply-To: <50481.84.88.152.81.1530002786.squirrel@montseny.udg.edu> References: <3A24E753-5DE5-4B55-8C1E-D53EBB6DB5C0@manchester.ac.uk> <50481.84.88.152.81.1530002786.squirrel@montseny.udg.edu> Message-ID: Moises You articulate many of the reasons why the FoK approach is attractive, but there is a strong case for teasing out the way that capital operates and how that is refracted in education, if you take the view that schools serve capital in preparing a largely stratified and compliant labour pool. As Bourdieu and Passeron have argued, schools recognise cultural capital and fail to recognise the 'funds' you speak about... and often as not when teachers reach out to communities what they find is what the schools want and what the middle classes already have ... cultural capital (they ran a small business, have high aspirations and go to school ready to compete/compliant), and not those 'funds' that the majority of the poor and oppressed in general have (eg at least potentially collective solidarity, knowing how to live poor, coping without compliance, ... and maybe the capacity of the oppressed to organise themselves collectively into power?). Deficit mentality: I agree but - what the poor and oppressed classes typically lack is capital, precisely in various forms that give power of those that have over those that don?t have it. The question is how to deal with that, and the first step is to recognise that this is so (e.g. by opposing the discrimination of opportunities using examinations and assessment that concentrate opportunity in the hands of those who already have succeeded, etc etc). Julian Ps I wrote more about this in DOI: 10.1007/s10649-015-9659-2 https://www.research.manchester.ac.uk/portal/en/publications/alienation-in-mathematics-education-critique-and-development-of-neovygotskian-perspectives(fe32b65e-ad61-4a93-8139-79ed692f1fce).html ?On 26/06/2018, 09:48, "xmca-l-bounces@mailman.ucsd.edu on behalf of MOISES ESTEBAN-GUITART" wrote: Some thoughts about some of the interesting ideas suggested thanks to Adam Poole?s paper and participants in this virtual discussion: - Regarding ?funds? and ?capital?, I would not agree if ?capital? means that rich people have cultural, linguistic and social capital and poor people have not. All families have lived experiences and sociocultural practices regardless their linguistic, ethnic, economic condition. Indeed, the funds of knowledge approach was aimed at countering what was described as deficit thinking in education; i.e. the idea that low school performance among underrepresented students was caused by underlying linguistic, economic and cultural limitations instead of political reasons such as power relationships and so on. Hence, in order to challenge the deficit thinking prevalent in education and the racist policies that misunderstand the inherent complexities of migrant people, it was argued that the households of students of Mexican origin living in Tucson did, in fact, have at their disposal a wide variety of skills, knowledge and competencies forged in their working lives and community history (Moll, Amanti, Neff, & Gonz?lez, 1992). However, these intellectual and educational resources were essentially invisible in school practice and curricular structure due to asymmetric power relationships (Rodriguez, 2013). Therefore, school performance could be improved by having teachers visit the families of some of their students, identify their skills and knowledge and incorporate them into educational practice. The idea involves an educational policy and concept which, by recognizing and legitimizing the lifestyles involved in the cultural practices of the students? families, is expected to create relationships of ?confianza? (mutual trust) between teachers and families in order to: (a) build bridges of cooperation that can diminish the prejudices and stereotypes between the two contexts of activity (Gonzalez & Moll, 2002) and (b) link school curricula and educational practice to the lifestyles of students (McIntyre, Rosebery, & Gonz?lez, 2001). However, it seems to me is fruitfully examine how these theoretical frameworks (funds and capital) can complement each other when attempting to understand educational opportunity for under-represented students. A challenge done by Rios-Aguilar, Kiyama, Gravitt & Moll (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education. - I agree that ?identification? would be a best choice than ?identity? because identity reinforces a static and too homogeny view on person. Rather, people identities are culturally sensitive phenomena, distributed and situated. In that sense, to me the identity artefacts such as Avatars have epistemic values. To me ?identity? is in people as well as things. This implies that identity is tangible and embedded. In that sense, identity is both product and process. The funds of identity are (re)constructed through the identity artefact used such as Avatar in a particular cultural practice. In other words, Avatar, as a medium and mediator, facilities acts of identification, but it also changes it: distorts it, arguments it, transforms it depending the audience, the purpose-intentionality, the practice, the context. It can be connected with the discussion on catharsis and transformation. - On ?digital funds of identity?. I definitely think we need a reconceptualization on funds of knowledge and identity 2.0. I?m not sure if we should talk about ?digital funds of? or ?funds of digital identity?? In any case, Adam Poole wrote interesting papers on it. For example Poole (2017). Funds of Knowledge 2.0: Towards digital Funds of Identity. Learning, Culture and Social Interaction. In an educational and practical way, I think we should take into account some developments such as connected learning approach (Mimi Ito, Bill Penuel, and so on) and participatory culture (Jenkins) as a cultural practices and consequences of our devices and digital artefacts. Indeed, as Ratner likes to say, ?We are the product of the products we produce?. m > A few things that may be worth distinguishing: > > i) The paper/topic is not about identity but rather identification. > > ii) An overcoming entails a reorganisation. In such circumstances it isn't > a bank of riches, it a more richly organised psyche. > > iii) Experience without intention is not a meaningful unity. This is > absent > in at least one of Bozhovich's (translated) papers on SSD and I suspect > this is carried over into work on Perezhivanie. > > Hope that helps, > Huw. > > On 21 June 2018 at 22:57, Julian Williams > > wrote: > >> Alfredo/all >> >> >> >> Indeed ??? whose funds, and whose banks? The key term here is capital >> (economic or cultural) .. that is the potential by its possessors to >> oppress those who lack it. >> >> >> >> I think we should be critical of ???funds??? of knowledge and identity >> and >> point out that funds might be ???capital??? and not just resources for >> oppressed peoples to challenge their oppressors. >> >> >> >> In my critique, I point to the way such funds can actually provide >> resources for schooling to serve their function as reproducing and >> alienating learners??? >> >> >> >> What I liked about the paper (I think we are discussing on the dark side >> of funds of identity?) was that it seemed (see our MCA editorial) to >> offer >> an alternative view of ???funds?????? , that oppressed people might have >> developed ???experiential??? resources (not capital) that schools would >> not >> necessarily normally recognise but that might actually challenge schools >> in >> their class reproductive functions. >> >> >> >> Julian >> >> >> >> *From: * on behalf of Alfredo Gil < >> a.j.gil@iped.uio.no> >> *Reply-To: *"eXtended Mind, Culture, Activity" >> *Date: *Thursday, 21 June 2018 at 22:43 >> *To: *Greg Mcverry , "eXtended Mind, Culture, >> Activity" >> *Subject: *[Xmca-l] Re: Annotations and XMCA >> >> >> >> ???Interesting connection with the article through the digital side. >> Digital >> Funds of Identity! (if the term has not in fact been used yet). I am >> going to ???do a bit of re-tweet and of "like" gesture copying one of >> your >> statements, which I found quite revealing: >> >> >> >> "What is the point of being able to draw on funds of identity if >> somebody >> else owns the bank?" >> >> >> >> You just made me realise that xmca may be one such little carved place >> in >> the web as the ones you are hoping children will learn to create. Thanks >> for contributing to it, and thanks for the online annotation links. >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> >> *From:* Greg Mcverry >> *Sent:* 21 June 2018 16:43 >> *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil >> *Subject:* Re: Annotations and XMCA >> >> >> >> And I mix up my article and plural forms at the intersection of growing >> knowledge and the mistake of cutting and pasting as a synthesis tool to >> avoid the cognitive load of Russian spelling....hmmmmm >> >> >> >> On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry >> wrote: >> >> Alfredo, >> >> >> >> I moved the discussion off of the other thread (though I am perpelexed >> by >> the Perezhivaniyaha and influence of power in being told by educators >> to >> reflect on one's funds of identity*) *to think about annotations. >> >> >> >> I wanted you to know they are automatically given a Public Domain >> License. >> If there was interest and people do want to maintain rights to their >> content we could do a private XMCA group. >> >> >> >> Yet you are right. Hypothes.is it is still a place I must create an >> account. It would be really cool to annotate, or at least syndicate >> annotations back to my blog. I try to include a feed to all my >> annotations >> as an iframe but as soon as I make a public annotation I no longer own >> it. >> >> >> >> I am okay with this. Many on the listserv may not be. I am cool with >> that >> too. Your data. Your destiny. >> >> >> >> In terms of my annotations I figure I am paid by taxpayers thus my >> mental >> work on the state dime belongs in the open. I also believe in the team >> behind the project as creating what Anil Dash calls "ethical tech >> " >> that would pass Stommel's test for Ethical online learning >> >> >> >> >> Yet now what happens when learning and reading itself become >> performative? >> Or the act of note taking used as a measure of learning? >> >> >> >> When I annotate with students I never force them to give up rights to >> their work or publish openly. In fact I still allow print and paper >> annotation because I feel like I do not have a right to dictate what >> kind >> of external storage device to use. >> >> >> >> I firmly believe students should own their data. Too often the >> perezhivanie surrounding online learning strips students of power. >> Rights >> to the content gone and often materials inaccessible as soon as class >> finishes. It can get worse and soon universities are drawing >> correlations >> between meal points spent and student performance. >> >> >> >> The funds of knowledge and funds of identity outside of formal learning >> environments >> >> >> >> This is what scares me more than anything in child development right >> now. >> "personality and knowledge are now actively constructed" (Blunden, p. 2) >> in environments that are simultaneously designed to take advantage of >> brain >> chemistry while controlling the flow of social peer interactions. >> >> >> >> The Funds of Identity children draw upon are algorithmically determined >> by >> corporate interest, mob mentality and millions of dollars into never >> published brain, computer, and human interaction research. >> >> >> >> Who you talk to? Facebook feed. Chasing likes and clicks? Instagram >> envy. >> >> >> >> I believe we need frank conversations about our avatars as they are just >> networked funds in the centralized bank of facebook (as in Facebook, >> What's >> App, Instagram, Occulus). >> >> >> >> This is why I believe we need to teach our children early on about >> carving >> out their own corner of the web. What is the point of being able to draw >> on >> funds of identity if somebody else owns the bank? >> >> >> >> We need to discuss with children that all the research shows >> notifications >> and social media often make more people sad than happy. >> >> >> >> Most importantly, and a lesson I too often ignore, we need to model good >> digital hygiene. Remove most if not all notifications from your phone. >> Be >> picky about social media apps.Get your own website. Syndicate from your >> place out on to the web. >> >> >> >> To circle back to the article that is the tough part of perezhivaniyaha >> in >> school is it is a place where funds of identity are developed yet the >> processing of social experiences occurs through rapid APIs and machine >> learning. >> >> >> >> Thus I believe as educators we have a responsibility to our students and >> their avatars. >> >> >> >> >> >> >> >> >> >> > -- Mois?s Esteban Guitart Dpt de psicologia Institut de Recerca Educativa Facultat d'Educaci? i Psicologia Universitat de Girona http://mipe.psyed.edu.es/ca/ http://psicologia.udg.edu/PTCEDH/presentation.asp https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en From robsub@ariadne.org.uk Tue Jun 26 05:16:30 2018 From: robsub@ariadne.org.uk (robsub@ariadne.org.uk) Date: Tue, 26 Jun 2018 13:16:30 +0100 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: <1529533555888.83854@iped.uio.no> References: <1529533555888.83854@iped.uio.no> Message-ID: <2a1965c1-7d9a-4cd1-0813-7a685552d500@ariadne.org.uk> Hi all In the triad critical episode, reflection, catharsis, what do we mean by "critical"? It sounds as if it is something extraordinary, a life defining moment. I note the use of the word ?traumatic?. But two things occur to me that challenge this. The first is that, in my experience, changes often occur through a drip by drip process. There is not any one episode that causes a change in perspective, but a steady gentle turning away from one view and towards another. A change? will result from a whole series of episodes and experiences. So that is a kind of uncountable perezhivanie, rather than a few countable perezhivanies. The image in my mind is of my perezhivanie as a stream with a series of overlays, some of which, perhaps in hindsight, can be seen as coherent paths towards a perceived change of identity. This is partly reflected in the quote from Gonzales Rey: ?The human subjective processes are never moved by one final cause and do not represent stable contents; they flow in time, integrate, and unfold into different forms during the same experience.? The second challege is that, in my own life, I have sometimes noticed afterwards that moments have become significant which did not seem so at the time. So, at what point does something become ?critical?, and does it matter? A final observation: this kind of reflection resembles Schon?s reflection-on-action. There must be work that compares the two, but I am not aware of any. Rob On 20/06/2018 23:25, Alfredo Jornet Gil wrote: > > ?Thanks for the discussion so far, Moises and Adam. And while Moises > (or anyone else) perhaps comes back with a more?a more comprehensive > reaction, I was?just?wondering about Mois?s question 2 and what the > relation between the categories?"identity" and "personality" are, if > they can be related at all. In Vygotsky, perezhivanie is explicitly > linked to personality. As far as I can recall and without having gone > to the texts and check, Vygotsky does not use the term "identity" in > the sense it is used in current literature. This also leads me to > wonder on the distinction between?*learning* (which according to > Moises is part what the Funds of Knowledge/Identity were designed to > address) and *development*. Is analytical categories, is?perezhivanie > more about development and funds of identity more about learning? > Or?we have to differentiate them on other grounds? > > Alfredo > > ------------------------------------------------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > > *Sent:* 19 June 2018 04:14 > *To:* xmca-l@mailman.ucsd.edu > *Subject:* [Xmca-l] Re-situating funds of identity within contemporary > interpretations of perezhivanie > > > Thanks to Moises for posting some questions about the article that I > would like to respond to. > > > I will first include his summary and interpretation of the paper and > then respond to his questions. > > > > Interpretation of paper > > The Poole?s paper invited me to enrich the notion of funds of identity. > Grounded in the funds of knowledge approach, the funds of identity concept > try to intentionally reinforce the positive backgrounds and experiences of > learners to overcome the deficit thinking in education (to sum up: by > reducing marginalized school population to a sum of cultural, social, > linguistic deficits). However, our experience is not only light. And in > the dark funds of knowledge suggested by Zipin, existential funds of > identity invite us to capture a more holistic view on people?s experience. > In my opinion, deep learning (meaningful, significant learning) is based > on the recognition and transformation of learners? identities. This > assertion, that would be one of my working hypothesis, assumes three > theoretical principles: (1) that human identities are culturally-situated > and distributed (geographical funds of identity, cultural funds of > identity, institutional funds of identity and so on); (2) that there is a > constitutive link between learning and identity (as so many scholars > suggested and developed) and (3) that meaning (significant experience) > plays an important role as a learning generator. Here in mind, I would > like to share three questions or topics that can help us to understand the > Adam Poole?s paper, in particular, and further advance our > conceptualization on contemporary topics as perezhivanie, in general. > > > Questions > > > 1)??????? Do you think that existential funds of identity should be > considered as a type of funds of identity? In other words, should be > incorporated into the prior classification into geographical, > practical, institutional, cultural and social funds of identity? Or > may be should be considered as a ?re-theorization? of funds of identity? > > > This is a question that I have been struggling with for some time. > When I initially uncovered existential funds of identity I considered > to be more than a type of funds of identity. I couldn't see how it > related to the five categories that you proposed, as to me the type of > identity being described was more internal or meditative. However, the > more I researched into the funds of identity concept and its > theoretical underpinnings, the more I came to question this > conclusion. Firstly, funds of identity, as I understand it, is > predicated upon a synthesis of macro and micro-level approaches to > culture - that is, identity is embedded in artefacts and social > practices and therefore is distributed in nature. However, to bring in > the concept of perezhivanie, individuals construct new identities from > the social identities that surround them. In contrast, I initially > understood existential funds of identity as largely phenomenological > in nature. However, on reflection, I realised that issues to do with > identity confusion, relationship problems, etc, are social in nature. > > > So, existential funds of identity should be seen as a complement to > funds of identity, rather than a re-theorisation of it. Most > significantly, it can be used to show how negative experiences can be > drawn on in order to bring about positive pedagogical outcomes. > > > However, I would be interested to?know if anyone else thinks that > existential funds of identity complements or contradicts the concept > developed by Moises. > > > > 2)??????? How we could link the concepts of identity and perezhivanie? > > > Good question! For me. identity is an open-ended process that is both > personal and social in nature. For this reason, perezhivanie is a > really useful concept to bring this relationship into focus. Firstly, > it shows how development is the result of the dialectical relationship > between the mind and the environment. This relates to identity in a > big way, as it suggests that identity is quite fluid: we are different > people indifferent times and across different contexts. Perezhivanie > is relevant here as it helps to explain the way individuals relate > differentially to their environments. In relation to my teaching, I > have found that students do not embody fixed identities that they take > with them from class to class, but construct new identities in > response to their classes - the teacher, the students, the subject. To > draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual > school bags of knowledge' - students do not only bring one school bag > with them, but have many different bags from which they draw in the > construction, and performance, of their classroom identities. > > > This realisation leadme to question the role of labelling that you > often find in staff rooms - this is the 'difficult' student, this is > the 'gifted' student, etc. By observing students' behaviour in other > classes, I realised that there was something going on between the > students and their environments - hence the link between identity and > perezhivanie. Rather than engaging with the imposed label (that really > says more about our deficit thinking than the students themselves) we > should engage with the students' lived experiences of their social > world - both positive and negative. > > > 3)??????? One of the aims of funds of identity is to develop an approach > to the construct ?identity? that had educational implications. What > are the > educational/pedagogical implications of the existential funds of identity? > > > This is a bit more of a complicated one! I do agree with your > assertion that drawing upon minoritised students' negative or > problematic experiences could lead to the reproduction of deficit > thinking. However, I do think that if handled ethically, teachers can > draw upon both light and dark funds of identity in order to valorise > the whole child and their social worlds. So pedagogically, existential > funds of identity can help to develop 'thick' stranded relationships > between teachers and students. Moreover, it can also bridge the gap > between the classroom and home by acknowledging that life and > individual experiencing is complex and multi-layered, often involving > critical moments that are ambivalent in nature. I have to say that > this approach may not be appropriate for younger learners. I had in > mind adolescent learners when I developed the idea of existential > funds of identity. > > > > Cheers, > > > Adam > > > > > > This message and any attachment are intended solely for the addressee > and may contain confidential information. If you have received this > message in error, please send it back to me, and immediately delete > it. Please do not use, copy or disclose the information contained in > this message or in any attachment. Any views or opinions expressed by > the author of this email do not necessarily reflect the views of The > University of Nottingham Ningbo China. This message has been checked > for viruses but the contents of an attachment may still contain > software viruses which could damage your computer system: you are > advised to perform your own checks. Email communications with The > University of Nottingham Ningbo China may be monitored as permitted by > UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180626/cc421619/attachment.html From robsub@ariadne.org.uk Tue Jun 26 05:30:05 2018 From: robsub@ariadne.org.uk (robsub@ariadne.org.uk) Date: Tue, 26 Jun 2018 13:30:05 +0100 Subject: [Xmca-l] Re: 'funds' of knowledge and identity In-Reply-To: References: <3A24E753-5DE5-4B55-8C1E-D53EBB6DB5C0@manchester.ac.uk> <50481.84.88.152.81.1530002786.squirrel@montseny.udg.edu> Message-ID: <6474bda2-32f8-cd85-623e-8e15a917b980@ariadne.org.uk> Piggybacking on Julian?s thoughts here. ?Teachers, then, have a key role to play, not so much as an expert, but as facilitators and legitimizers of existential funds of identity.? I wonder how this fits into the political economy of teaching. I find it very noticeable that the discourse of funds and capital is very capitalistic, and can easily be designed to maintain the status quo where the elite accumulate capital in all its forms (and end up possessing far more than they will ever use), and the rest of us get to work very hard. It occurs to me that our schools (I?m in the UK) currently are not ?reproducing?, but are producing a new-ish breed of worker with the necessary resources and compliance to survive precarity. I find myself distinguishing regularly between educational policy and teaching practice. Much of what I regard as positive in teaching is achieved in spite of rather than because of current educational policy. That then raises questions as to the social justice agenda outlined in the original article.? Teachers will on the same day be coaching their C and D grade students to get as many as possible over the threshold that the school?s position in league tables requires, and then sometimes paying out of their own pockets to ensure that some of their students get a hot meal. Social justice in the UK at the moment is a hard battle, especially with the self harm of brexit looming. Julian, I was very taken by the abstract of your article on alienation in mathematics education, and have duly downloaded it (very refreshing to find it was not paywalled). No idea when I will get to read it, though. Rob On 26/06/2018 12:22, Julian Williams wrote: > Moises > > You articulate many of the reasons why the FoK approach is attractive, but there is a strong case for teasing out the way that capital operates and how that is refracted in education, if you take the view that schools serve capital in preparing a largely stratified and compliant labour pool. As Bourdieu and Passeron have argued, schools recognise cultural capital and fail to recognise the 'funds' you speak about... and often as not when teachers reach out to communities what they find is what the schools want and what the middle classes already have ... cultural capital (they ran a small business, have high aspirations and go to school ready to compete/compliant), and not those 'funds' that the majority of the poor and oppressed in general have (eg at least potentially collective solidarity, knowing how to live poor, coping without compliance, ... and maybe the capacity of the oppressed to organise themselves collectively into power?). > > Deficit mentality: I agree but - what the poor and oppressed classes typically lack is capital, precisely in various forms that give power of those that have over those that don?t have it. The question is how to deal with that, and the first step is to recognise that this is so (e.g. by opposing the discrimination of opportunities using examinations and assessment that concentrate opportunity in the hands of those who already have succeeded, etc etc). > > Julian > > Ps I wrote more about this in DOI: 10.1007/s10649-015-9659-2 > > https://www.research.manchester.ac.uk/portal/en/publications/alienation-in-mathematics-education-critique-and-development-of-neovygotskian-perspectives(fe32b65e-ad61-4a93-8139-79ed692f1fce).html > > ?On 26/06/2018, 09:48, "xmca-l-bounces@mailman.ucsd.edu on behalf of MOISES ESTEBAN-GUITART" wrote: > > Some thoughts about some of the interesting ideas suggested thanks to Adam > Poole?s paper and participants in this virtual discussion: > > - Regarding ?funds? and ?capital?, I would not agree if ?capital? means > that rich people have cultural, linguistic and social capital and poor > people have not. All families have lived experiences and sociocultural > practices regardless their linguistic, ethnic, economic condition. > Indeed, the funds of knowledge approach was aimed at countering what was > described as deficit thinking in education; i.e. the idea that low school > performance among underrepresented students was caused by underlying > linguistic, economic and cultural limitations instead of political reasons > such as power relationships and so on. Hence, in order to challenge the > deficit thinking prevalent in education and the racist policies that > misunderstand the inherent complexities of migrant people, it was argued > that the households of students of Mexican origin living in Tucson did, in > fact, have at their disposal a wide variety of skills, knowledge and > competencies forged in their working lives and community history (Moll, > Amanti, Neff, & Gonz?lez, 1992). However, these intellectual and > educational resources were essentially invisible in school practice and > curricular structure due to asymmetric power relationships (Rodriguez, > 2013). Therefore, school performance could be improved by having teachers > visit the families of some of their students, identify their skills and > knowledge and incorporate them into educational practice. The idea > involves an educational policy and concept which, by recognizing and > legitimizing the lifestyles involved in the cultural practices of the > students? families, is expected to create relationships of ?confianza? > (mutual trust) between teachers and families in order to: (a) build > bridges of cooperation that can diminish the prejudices and stereotypes > between the two contexts of activity (Gonzalez & Moll, 2002) and (b) link > school curricula and educational practice to the lifestyles of students > (McIntyre, Rosebery, & Gonz?lez, 2001). However, it seems to me is > fruitfully examine how these theoretical frameworks (funds and capital) > can complement each other when attempting to understand educational > opportunity for under-represented students. A challenge done by > Rios-Aguilar, Kiyama, Gravitt & Moll (2011). Funds of knowledge for the > poor and forms of capital for the rich? A capital approach to examining > funds of knowledge. Theory and Research in Education. > > - I agree that ?identification? would be a best choice than ?identity? > because identity reinforces a static and too homogeny view on person. > Rather, people identities are culturally sensitive phenomena, distributed > and situated. In that sense, to me the identity artefacts such as Avatars > have epistemic values. To me ?identity? is in people as well as things. > This implies that identity is tangible and embedded. In that sense, > identity is both product and process. The funds of identity are > (re)constructed through the identity artefact used such as Avatar in a > particular cultural practice. In other words, Avatar, as a medium and > mediator, facilities acts of identification, but it also changes it: > distorts it, arguments it, transforms it depending the audience, the > purpose-intentionality, the practice, the context. It can be connected > with the discussion on catharsis and transformation. > > - On ?digital funds of identity?. I definitely think we need a > reconceptualization on funds of knowledge and identity 2.0. I?m not sure > if we should talk about ?digital funds of? or ?funds of digital identity?? > In any case, Adam Poole wrote interesting papers on it. For example Poole > (2017). Funds of Knowledge 2.0: Towards digital Funds of Identity. > Learning, Culture and Social Interaction. In an educational and practical > way, I think we should take into account some developments such as > connected learning approach (Mimi Ito, Bill Penuel, and so on) and > participatory culture (Jenkins) as a cultural practices and consequences > of our devices and digital artefacts. Indeed, as Ratner likes to say, ?We > are the product of the products we produce?. > > m > > > A few things that may be worth distinguishing: > > > > i) The paper/topic is not about identity but rather identification. > > > > ii) An overcoming entails a reorganisation. In such circumstances it isn't > > a bank of riches, it a more richly organised psyche. > > > > iii) Experience without intention is not a meaningful unity. This is > > absent > > in at least one of Bozhovich's (translated) papers on SSD and I suspect > > this is carried over into work on Perezhivanie. > > > > Hope that helps, > > Huw. > > > > On 21 June 2018 at 22:57, Julian Williams > > > > wrote: > > > >> Alfredo/all > >> > >> > >> > >> Indeed ??? whose funds, and whose banks? The key term here is capital > >> (economic or cultural) .. that is the potential by its possessors to > >> oppress those who lack it. > >> > >> > >> > >> I think we should be critical of ???funds??? of knowledge and identity > >> and > >> point out that funds might be ???capital??? and not just resources for > >> oppressed peoples to challenge their oppressors. > >> > >> > >> > >> In my critique, I point to the way such funds can actually provide > >> resources for schooling to serve their function as reproducing and > >> alienating learners??? > >> > >> > >> > >> What I liked about the paper (I think we are discussing on the dark side > >> of funds of identity?) was that it seemed (see our MCA editorial) to > >> offer > >> an alternative view of ???funds?????? , that oppressed people might have > >> developed ???experiential??? resources (not capital) that schools would > >> not > >> necessarily normally recognise but that might actually challenge schools > >> in > >> their class reproductive functions. > >> > >> > >> > >> Julian > >> > >> > >> > >> *From: * on behalf of Alfredo Gil < > >> a.j.gil@iped.uio.no> > >> *Reply-To: *"eXtended Mind, Culture, Activity" > >> *Date: *Thursday, 21 June 2018 at 22:43 > >> *To: *Greg Mcverry , "eXtended Mind, Culture, > >> Activity" > >> *Subject: *[Xmca-l] Re: Annotations and XMCA > >> > >> > >> > >> ???Interesting connection with the article through the digital side. > >> Digital > >> Funds of Identity! (if the term has not in fact been used yet). I am > >> going to ???do a bit of re-tweet and of "like" gesture copying one of > >> your > >> statements, which I found quite revealing: > >> > >> > >> > >> "What is the point of being able to draw on funds of identity if > >> somebody > >> else owns the bank?" > >> > >> > >> > >> You just made me realise that xmca may be one such little carved place > >> in > >> the web as the ones you are hoping children will learn to create. Thanks > >> for contributing to it, and thanks for the online annotation links. > >> > >> > >> Alfredo > >> > >> > >> > >> > >> ------------------------------ > >> > >> *From:* Greg Mcverry > >> *Sent:* 21 June 2018 16:43 > >> *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil > >> *Subject:* Re: Annotations and XMCA > >> > >> > >> > >> And I mix up my article and plural forms at the intersection of growing > >> knowledge and the mistake of cutting and pasting as a synthesis tool to > >> avoid the cognitive load of Russian spelling....hmmmmm > >> > >> > >> > >> On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > >> wrote: > >> > >> Alfredo, > >> > >> > >> > >> I moved the discussion off of the other thread (though I am perpelexed > >> by > >> the Perezhivaniyaha and influence of power in being told by educators > >> to > >> reflect on one's funds of identity*) *to think about annotations. > >> > >> > >> > >> I wanted you to know they are automatically given a Public Domain > >> License. > >> If there was interest and people do want to maintain rights to their > >> content we could do a private XMCA group. > >> > >> > >> > >> Yet you are right. Hypothes.is it is still a place I must create an > >> account. It would be really cool to annotate, or at least syndicate > >> annotations back to my blog. I try to include a feed to all my > >> annotations > >> as an iframe but as soon as I make a public annotation I no longer own > >> it. > >> > >> > >> > >> I am okay with this. Many on the listserv may not be. I am cool with > >> that > >> too. Your data. Your destiny. > >> > >> > >> > >> In terms of my annotations I figure I am paid by taxpayers thus my > >> mental > >> work on the state dime belongs in the open. I also believe in the team > >> behind the project as creating what Anil Dash calls "ethical tech > >> " > >> that would pass Stommel's test for Ethical online learning > >> > >> > >> > >> > >> Yet now what happens when learning and reading itself become > >> performative? > >> Or the act of note taking used as a measure of learning? > >> > >> > >> > >> When I annotate with students I never force them to give up rights to > >> their work or publish openly. In fact I still allow print and paper > >> annotation because I feel like I do not have a right to dictate what > >> kind > >> of external storage device to use. > >> > >> > >> > >> I firmly believe students should own their data. Too often the > >> perezhivanie surrounding online learning strips students of power. > >> Rights > >> to the content gone and often materials inaccessible as soon as class > >> finishes. It can get worse and soon universities are drawing > >> correlations > >> between meal points spent and student performance. > >> > >> > >> > >> The funds of knowledge and funds of identity outside of formal learning > >> environments > >> > >> > >> > >> This is what scares me more than anything in child development right > >> now. > >> "personality and knowledge are now actively constructed" (Blunden, p. 2) > >> in environments that are simultaneously designed to take advantage of > >> brain > >> chemistry while controlling the flow of social peer interactions. > >> > >> > >> > >> The Funds of Identity children draw upon are algorithmically determined > >> by > >> corporate interest, mob mentality and millions of dollars into never > >> published brain, computer, and human interaction research. > >> > >> > >> > >> Who you talk to? Facebook feed. Chasing likes and clicks? Instagram > >> envy. > >> > >> > >> > >> I believe we need frank conversations about our avatars as they are just > >> networked funds in the centralized bank of facebook (as in Facebook, > >> What's > >> App, Instagram, Occulus). > >> > >> > >> > >> This is why I believe we need to teach our children early on about > >> carving > >> out their own corner of the web. What is the point of being able to draw > >> on > >> funds of identity if somebody else owns the bank? > >> > >> > >> > >> We need to discuss with children that all the research shows > >> notifications > >> and social media often make more people sad than happy. > >> > >> > >> > >> Most importantly, and a lesson I too often ignore, we need to model good > >> digital hygiene. Remove most if not all notifications from your phone. > >> Be > >> picky about social media apps.Get your own website. Syndicate from your > >> place out on to the web. > >> > >> > >> > >> To circle back to the article that is the tough part of perezhivaniyaha > >> in > >> school is it is a place where funds of identity are developed yet the > >> processing of social experiences occurs through rapid APIs and machine > >> learning. > >> > >> > >> > >> Thus I believe as educators we have a responsibility to our students and > >> their avatars. > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > > > > > -- > Mois?s Esteban Guitart > Dpt de psicologia > Institut de Recerca Educativa > Facultat d'Educaci? i Psicologia > Universitat de Girona > > http://mipe.psyed.edu.es/ca/ > http://psicologia.udg.edu/PTCEDH/presentation.asp > https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en > > > > > From andyb@marxists.org Tue Jun 26 05:33:52 2018 From: andyb@marxists.org (Andy Blunden) Date: Tue, 26 Jun 2018 22:33:52 +1000 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: <2a1965c1-7d9a-4cd1-0813-7a685552d500@ariadne.org.uk> References: <1529533555888.83854@iped.uio.no> <2a1965c1-7d9a-4cd1-0813-7a685552d500@ariadne.org.uk> Message-ID: <4fcb8202-1010-cebf-fac6-e175f01da925@marxists.org> In my view, Rob, ... Paradigmatically, the "critical episode" is a moment, but the important point is not the duration but the *unity* of the episode. For example, as a result of the Vietnam War, etc., I left my home in 1966 and returned to Australia only after 20 years, mostly spent in England. This was "an experience," an episode, a single whole which has shaped my personality. But even in relation to the "paradigmatic" case, the change in personality is not a momentary process, but occurs over a more or less protracted period of time (catharsis) with greater or lesser participation by other people around you. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 26/06/2018 10:16 PM, robsub@ariadne.org.uk wrote: > Hi all > > In the triad critical episode, reflection, catharsis, what > do we mean by "critical"? It sounds as if it is something > extraordinary, a life defining moment. I note the use of > the word ?traumatic?. But two things occur to me that > challenge this. The first is that, in my experience, > changes often occur through a drip by drip process. There > is not any one episode that causes a change in > perspective, but a steady gentle turning away from one > view and towards another. A change will result from a > whole series of episodes and experiences. So that is a > kind of uncountable perezhivanie, rather than a few > countable perezhivanies. The image in my mind is of my > perezhivanie as a stream with a series of overlays, some > of which, perhaps in hindsight, can be seen as coherent > paths towards a perceived change of identity. This is > partly reflected in the quote from Gonzales Rey: ?The > human subjective processes are never moved by one final > cause and do not represent stable contents; they flow in > time, integrate, and unfold into different forms during > the same experience.? > > The second challege is that, in my own life, I have > sometimes noticed afterwards that moments have become > significant which did not seem so at the time. So, at what > point does something become ?critical?, and does it matter? > > A final observation: this kind of reflection resembles > Schon?s reflection-on-action. There must be work that > compares the two, but I am not aware of any. > > Rob > > On 20/06/2018 23:25, Alfredo Jornet Gil wrote: >> >> ?Thanks for the discussion so far, Moises and Adam. And >> while Moises (or anyone else) perhaps comes back with a >> more a more comprehensive reaction, I was just wondering >> about Mois?s question 2 and what the relation between the >> categories "identity" and "personality" are, if they can >> be related at all. In Vygotsky, perezhivanie is >> explicitly linked to personality. As far as I can recall >> and without having gone to the texts and check, Vygotsky >> does not use the term "identity" in the sense it is used >> in current literature. This also leads me to wonder on >> the distinction between *learning* (which according to >> Moises is part what the Funds of Knowledge/Identity were >> designed to address) and *development*. Is analytical >> categories, is perezhivanie more about development and >> funds of identity more about learning? Or we have to >> differentiate them on other grounds? >> >> Alfredo >> >> ------------------------------------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Adam Poole >> (16517826) >> *Sent:* 19 June 2018 04:14 >> *To:* xmca-l@mailman.ucsd.edu >> *Subject:* [Xmca-l] Re-situating funds of identity within >> contemporary interpretations of perezhivanie >> >> >> >> Thanks to Moises for posting some questions about the >> article that I would like to respond to. >> >> >> I will first include his summary and interpretation of >> the paper and then respond to his questions. >> >> >> >> Interpretation of paper >> >> The Poole?s paper invited me to enrich the notion of >> funds of identity. >> Grounded in the funds of knowledge approach, the funds of >> identity concept >> try to intentionally reinforce the positive backgrounds >> and experiences of >> learners to overcome the deficit thinking in education >> (to sum up: by >> reducing marginalized school population to a sum of >> cultural, social, >> linguistic deficits). However, our experience is not >> only light. And in >> the dark funds of knowledge suggested by Zipin, >> existential funds of >> identity invite us to capture a more holistic view on >> people?s experience. >> In my opinion, deep learning (meaningful, significant >> learning) is based >> on the recognition and transformation of learners? >> identities. This >> assertion, that would be one of my working hypothesis, >> assumes three >> theoretical principles: (1) that human identities are >> culturally-situated >> and distributed (geographical funds of identity, cultural >> funds of >> identity, institutional funds of identity and so on); (2) >> that there is a >> constitutive link between learning and identity (as so >> many scholars >> suggested and developed) and (3) that meaning >> (significant experience) >> plays an important role as a learning generator. Here in >> mind, I would >> like to share three questions or topics that can help us >> to understand the >> Adam Poole?s paper, in particular, and further advance our >> conceptualization on contemporary topics as perezhivanie, >> in general. >> >> >> Questions >> >> >> 1) Do you think that existential funds of identity >> should be >> considered as a type of funds of identity? In other >> words, should be incorporated into the prior >> classification into geographical, practical, >> institutional, cultural and social funds of identity? Or >> may be should be considered as a ?re-theorization? of >> funds of identity? >> >> >> This is a question that I have been struggling with for >> some time. When I initially uncovered existential funds >> of identity I considered to be more than a type of funds >> of identity. I couldn't see how it related to the five >> categories that you proposed, as to me the type of >> identity being described was more internal or meditative. >> However, the more I researched into the funds of identity >> concept and its theoretical underpinnings, the more I >> came to question this conclusion. Firstly, funds of >> identity, as I understand it, is predicated upon a >> synthesis of macro and micro-level approaches to culture >> - that is, identity is embedded in artefacts and social >> practices and therefore is distributed in nature. >> However, to bring in the concept of perezhivanie, >> individuals construct new identities from the social >> identities that surround them. In contrast, I initially >> understood existential funds of identity as largely >> phenomenological in nature. However, on reflection, I >> realised that issues to do with identity confusion, >> relationship problems, etc, are social in nature. >> >> >> So, existential funds of identity should be seen as a >> complement to funds of identity, rather than a >> re-theorisation of it. Most significantly, it can be used >> to show how negative experiences can be drawn on in order >> to bring about positive pedagogical outcomes. >> >> >> However, I would be interested to know if anyone else >> thinks that existential funds of identity complements or >> contradicts the concept developed by Moises. >> >> >> >> 2) How we could link the concepts of identity and >> perezhivanie? >> >> >> Good question! For me. identity is an open-ended process >> that is both personal and social in nature. For this >> reason, perezhivanie is a really useful concept to bring >> this relationship into focus. Firstly, it shows how >> development is the result of the dialectical relationship >> between the mind and the environment. This relates to >> identity in a big way, as it suggests that identity is >> quite fluid: we are different people indifferent times >> and across different contexts. Perezhivanie is relevant >> here as it helps to explain the way individuals relate >> differentially to their environments. In relation to my >> teaching, I have found that students do not embody fixed >> identities that they take with them from class to class, >> but construct new identities in response to their classes >> - the teacher, the students, the subject. To draw upon, >> and extend Thompson and Hall's (2008) metaphor of >> 'virtual school bags of knowledge' - students do not only >> bring one school bag with them, but have many different >> bags from which they draw in the construction, and >> performance, of their classroom identities. >> >> >> This realisation leadme to question the role of labelling >> that you often find in staff rooms - this is the >> 'difficult' student, this is the 'gifted' student, etc. >> By observing students' behaviour in other classes, I >> realised that there was something going on between the >> students and their environments - hence the link between >> identity and perezhivanie. Rather than engaging with the >> imposed label (that really says more about our deficit >> thinking than the students themselves) we should engage >> with the students' lived experiences of their social >> world - both positive and negative. >> >> >> 3) One of the aims of funds of identity is to >> develop an approach >> to the construct ?identity? that had educational >> implications. What are the >> educational/pedagogical implications of the existential >> funds of identity? >> >> >> This is a bit more of a complicated one! I do agree with >> your assertion that drawing upon minoritised students' >> negative or problematic experiences could lead to the >> reproduction of deficit thinking. However, I do think >> that if handled ethically, teachers can draw upon both >> light and dark funds of identity in order to valorise the >> whole child and their social worlds. So pedagogically, >> existential funds of identity can help to develop 'thick' >> stranded relationships between teachers and students. >> Moreover, it can also bridge the gap between the >> classroom and home by acknowledging that life and >> individual experiencing is complex and multi-layered, >> often involving critical moments that are ambivalent in >> nature. I have to say that this approach may not be >> appropriate for younger learners. I had in mind >> adolescent learners when I developed the idea of >> existential funds of identity. >> >> >> >> Cheers, >> >> >> Adam >> >> >> >> >> >> This message and any attachment are intended solely for >> the addressee and may contain confidential information. >> If you have received this message in error, please send >> it back to me, and immediately delete it. Please do not >> use, copy or disclose the information contained in this >> message or in any attachment. Any views or opinions >> expressed by the author of this email do not necessarily >> reflect the views of The University of Nottingham Ningbo >> China. This message has been checked for viruses but the >> contents of an attachment may still contain software >> viruses which could damage your computer system: you are >> advised to perform your own checks. Email communications >> with The University of Nottingham Ningbo China may be >> monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180626/62d992b3/attachment.html From robsub@ariadne.org.uk Tue Jun 26 06:59:58 2018 From: robsub@ariadne.org.uk (robsub@ariadne.org.uk) Date: Tue, 26 Jun 2018 14:59:58 +0100 Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie In-Reply-To: <4fcb8202-1010-cebf-fac6-e175f01da925@marxists.org> References: <1529533555888.83854@iped.uio.no> <2a1965c1-7d9a-4cd1-0813-7a685552d500@ariadne.org.uk> <4fcb8202-1010-cebf-fac6-e175f01da925@marxists.org> Message-ID: Thanks Andy, that makes a lot of sense. In my case, I have spent some fifteen years changing from being an angry young man (aged fifty or so) to someone much more comfortable in my own skin. Perhaps the whole fifteen years could be viewed as a perezhivanie. Rob On 26/06/2018 13:33, Andy Blunden wrote: > > In? my view, Rob, ... > > Paradigmatically, the "critical episode" is a moment, but the > important point is not the duration but the *unity* of the episode. > For example, as a result of the Vietnam War, etc., I left my home in > 1966 and returned to Australia only after 20 years, mostly spent in > England. This was "an experience," an episode, a single whole which > has shaped my personality. > > But even in relation to the "paradigmatic" case, the change in > personality is not a momentary process, but occurs over a more or less > protracted period of time (catharsis) with greater or lesser > participation by other people around you. > > Andy > > ------------------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 26/06/2018 10:16 PM, robsub@ariadne.org.uk wrote: >> Hi all >> >> In the triad critical episode, reflection, catharsis, what do we mean >> by "critical"? It sounds as if it is something extraordinary, a life >> defining moment. I note the use of the word ?traumatic?. But two >> things occur to me that challenge this. The first is that, in my >> experience, changes often occur through a drip by drip process. There >> is not any one episode that causes a change in perspective, but a >> steady gentle turning away from one view and towards another. A >> change? will result from a whole series of episodes and experiences. >> So that is a kind of uncountable perezhivanie, rather than a few >> countable perezhivanies. The image in my mind is of my perezhivanie >> as a stream with a series of overlays, some of which, perhaps in >> hindsight, can be seen as coherent paths towards a perceived change >> of identity. This is partly reflected in the quote from Gonzales Rey: >> ?The human subjective processes are never moved by one final cause >> and do not represent stable contents; they flow in time, integrate, >> and unfold into different forms during the same experience.? >> >> The second challege is that, in my own life, I have sometimes noticed >> afterwards that moments have become significant which did not seem so >> at the time. So, at what point does something become ?critical?, and >> does it matter? >> >> A final observation: this kind of reflection resembles Schon?s >> reflection-on-action. There must be work that compares the two, but I >> am not aware of any. >> >> Rob >> >> On 20/06/2018 23:25, Alfredo Jornet Gil wrote: >>> >>> ?Thanks for the discussion so far, Moises and Adam. And while Moises >>> (or anyone else) perhaps comes back with a more?a more comprehensive >>> reaction, I was?just?wondering about Mois?s question 2 and what the >>> relation between the categories?"identity" and "personality" are, if >>> they can be related at all. In Vygotsky, perezhivanie is explicitly >>> linked to personality. As far as I can recall and without having >>> gone to the texts and check, Vygotsky does not use the term >>> "identity" in the sense it is used in current literature. This also >>> leads me to wonder on the distinction between?*learning* (which >>> according to Moises is part what the Funds of Knowledge/Identity >>> were designed to address) and *development*. Is analytical >>> categories, is?perezhivanie more about development and funds of >>> identity more about learning? Or?we have to differentiate them on >>> other grounds? >>> >>> Alfredo >>> >>> ------------------------------------------------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Adam Poole (16517826) >>> >>> *Sent:* 19 June 2018 04:14 >>> *To:* xmca-l@mailman.ucsd.edu >>> *Subject:* [Xmca-l] Re-situating funds of identity within >>> contemporary interpretations of perezhivanie >>> >>> >>> Thanks to Moises for posting some questions about the article that I >>> would like to respond to. >>> >>> >>> I will first include his summary and interpretation of the paper and >>> then respond to his questions. >>> >>> >>> >>> Interpretation of paper >>> >>> The Poole?s paper invited me to enrich the notion of funds of identity. >>> Grounded in the funds of knowledge approach, the funds of identity >>> concept >>> try to intentionally reinforce the positive backgrounds and >>> experiences of >>> learners to overcome the deficit thinking in education (to sum up: by >>> reducing marginalized school population to a sum of cultural, social, >>> linguistic deficits).? However, our experience is not only light. And in >>> the dark funds of knowledge suggested by Zipin, existential funds of >>> identity invite us to capture a more holistic view on people?s >>> experience. >>> In my opinion, deep learning (meaningful, significant learning) is based >>> on the recognition and transformation of learners? identities. This >>> assertion, that would be one of my working hypothesis, assumes three >>> theoretical principles: (1) that human identities are >>> culturally-situated >>> and distributed (geographical funds of identity, cultural funds of >>> identity, institutional funds of identity and so on); (2) that there >>> is a >>> constitutive link between learning and identity (as so many scholars >>> suggested and developed) and (3) that meaning (significant experience) >>> plays an important role as a learning generator. Here in mind, I would >>> like to share three questions or topics that can help us to >>> understand the >>> Adam Poole?s paper, in particular, and further advance our >>> conceptualization on contemporary topics as perezhivanie, in general. >>> >>> >>> Questions >>> >>> >>> 1)??????? Do you think that existential funds of identity should be >>> considered as a type of funds of identity? In other words, should be >>> incorporated into the prior classification into geographical, >>> practical, institutional, cultural and social funds of identity? Or >>> may be should be considered as a ?re-theorization? of funds of identity? >>> >>> >>> This is a question that I have been struggling with for some time. >>> When I initially uncovered existential funds of identity I >>> considered to be more than a type of funds of identity. I couldn't >>> see how it related to the five categories that you proposed, as to >>> me the type of identity being described was more internal or >>> meditative. However, the more I researched into the funds of >>> identity concept and its theoretical underpinnings, the more I came >>> to question this conclusion. Firstly, funds of identity, as I >>> understand it, is predicated upon a synthesis of macro and >>> micro-level approaches to culture - that is, identity is embedded in >>> artefacts and social practices and therefore is distributed in >>> nature. However, to bring in the concept of perezhivanie, >>> individuals construct new identities from the social identities that >>> surround them. In contrast, I initially understood existential funds >>> of identity as largely phenomenological in nature. However, on >>> reflection, I realised that issues to do with identity confusion, >>> relationship problems, etc, are social in nature. >>> >>> >>> So, existential funds of identity should be seen as a complement to >>> funds of identity, rather than a re-theorisation of it. Most >>> significantly, it can be used to show how negative experiences can >>> be drawn on in order to bring about positive pedagogical outcomes. >>> >>> >>> However, I would be interested to?know if anyone else thinks that >>> existential funds of identity complements or contradicts the concept >>> developed by Moises. >>> >>> >>> >>> 2)??????? How we could link the concepts of identity and perezhivanie? >>> >>> >>> Good question! For me. identity is an open-ended process that is >>> both personal and social in nature. For this reason, perezhivanie is >>> a really useful concept to bring this relationship into focus. >>> Firstly, it shows how development is the result of the dialectical >>> relationship between the mind and the environment. This relates to >>> identity in a big way, as it suggests that identity is quite fluid: >>> we are different people indifferent times and across different >>> contexts. Perezhivanie is relevant here as it helps to explain the >>> way individuals relate differentially to their environments. In >>> relation to my teaching, I have found that students do not embody >>> fixed identities that they take with them from class to class, but >>> construct new identities in response to their classes - the teacher, >>> the students, the subject. To draw upon, and extend Thompson and >>> Hall's (2008) metaphor of 'virtual school bags of knowledge' - >>> students do not only bring one school bag with them, but have many >>> different bags from which they draw in the construction, and >>> performance, of their classroom identities. >>> >>> >>> This realisation leadme to question the role of labelling that you >>> often find in staff rooms - this is the 'difficult' student, this is >>> the 'gifted' student, etc. By observing students' behaviour in other >>> classes, I realised that there was something going on between the >>> students and their environments - hence the link between identity >>> and perezhivanie. Rather than engaging with the imposed label (that >>> really says more about our deficit thinking than the students >>> themselves) we should engage with the students' lived experiences of >>> their social world - both positive and negative. >>> >>> >>> 3)??????? One of the aims of funds of identity is to develop an approach >>> to the construct ?identity? that had educational implications. What >>> are the >>> educational/pedagogical implications of the existential funds of >>> identity? >>> >>> >>> This is a bit more of a complicated one! I do agree with your >>> assertion that drawing upon minoritised students' negative or >>> problematic experiences could lead to the reproduction of deficit >>> thinking. However, I do think that if handled ethically, teachers >>> can draw upon both light and dark funds of identity in order to >>> valorise the whole child and their social worlds. So pedagogically, >>> existential funds of identity can help to develop 'thick' stranded >>> relationships between teachers and students. Moreover, it can also >>> bridge the gap between the classroom and home by acknowledging that >>> life and individual experiencing is complex and multi-layered, often >>> involving critical moments that are ambivalent in nature. I have to >>> say that this approach may not be appropriate for younger learners. >>> I had in mind adolescent learners when I developed the idea of >>> existential funds of identity. >>> >>> >>> >>> Cheers, >>> >>> >>> Adam >>> >>> >>> >>> >>> >>> This message and any attachment are intended solely for the >>> addressee and may contain confidential information. If you have >>> received this message in error, please send it back to me, and >>> immediately delete it. Please do not use, copy or disclose the >>> information contained in this message or in any attachment. Any >>> views or opinions expressed by the author of this email do not >>> necessarily reflect the views of The University of Nottingham Ningbo >>> China. This message has been checked for viruses but the contents of >>> an attachment may still contain software viruses which could damage >>> your computer system: you are advised to perform your own checks. >>> Email communications with The University of Nottingham Ningbo China >>> may be monitored as permitted by UK and Chinese legislation. >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180626/a93ca84f/attachment.html From smago@uga.edu Fri Jun 29 04:00:48 2018 From: smago@uga.edu (Peter Smagorinsky) Date: Fri, 29 Jun 2018 11:00:48 +0000 Subject: [Xmca-l] FW: Celebration of Vera John-Steiner's Life In-Reply-To: References: Message-ID: From: Holbrook Mahn Sent: Thursday, June 28, 2018 4:34 PM To: lwix@umn.edu; bclinchy@wellesley.edu; mels44@cox.net; lchcmike@gmail.com; nanel@workingclassroom.org; PatriciaStJohn@aol.com; Peter Smagorinsky Subject: Celebration of Vera John-Steiner's Life Dear Friend of Vera?s, Attached is a flyer on an event on July 7th in Santa Fe to celebrate Vera?s life. Please feel free to distribute widely to other colleagues and list serves to which you subscribe. Thank you, Holbrook Holbrook Mahn Professor Language, Literacy, & Sociocultural Studies Educational Linguistics Program Coordinator -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180629/ee3ed74e/attachment-0001.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Vera flyer - Santa Fe.pdf Type: application/pdf Size: 286922 bytes Desc: Vera flyer - Santa Fe.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180629/ee3ed74e/attachment-0001.pdf From a.j.gil@iped.uio.no Fri Jun 29 04:12:58 2018 From: a.j.gil@iped.uio.no (Alfredo Jornet Gil) Date: Fri, 29 Jun 2018 11:12:58 +0000 Subject: [Xmca-l] Re: Celebration of Vera John-Steiner's Life In-Reply-To: References: , Message-ID: <1530270778968.6630@iped.uio.no> Thanks for sharing, Peter. And what an appropriate venue for celebrating the life of someone who devoted her work to understanding and sharing creativity! Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Peter Smagorinsky Sent: 29 June 2018 13:00 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] FW: Celebration of Vera John-Steiner's Life From: Holbrook Mahn Sent: Thursday, June 28, 2018 4:34 PM To: lwix@umn.edu; bclinchy@wellesley.edu; mels44@cox.net; lchcmike@gmail.com; nanel@workingclassroom.org; PatriciaStJohn@aol.com; Peter Smagorinsky Subject: Celebration of Vera John-Steiner's Life Dear Friend of Vera's, Attached is a flyer on an event on July 7th in Santa Fe to celebrate Vera's life. Please feel free to distribute widely to other colleagues and list serves to which you subscribe. Thank you, Holbrook Holbrook Mahn Professor Language, Literacy, & Sociocultural Studies Educational Linguistics Program Coordinator -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180629/c23f2ddd/attachment.html From pmocombe@mocombeian.com Fri Jun 29 06:48:18 2018 From: pmocombe@mocombeian.com (Dr. Paul C. Mocombe) Date: Fri, 29 Jun 2018 09:48:18 -0400 Subject: [Xmca-l] "Mind, body, and consciousness in society: thinking vygotsky via chomsky" Message-ID: <201806291349.w5TDnjjJ016477@mailman.ucsd.edu> "Mind, body, and consciousness in society: thinking vygotsky via chomsky" http://www.cambridgescholars.com/mind-body-and-consciousness-in-society Sent via the Samsung Galaxy Note8, an AT&T 4G LTE smartphone -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180629/cc34ed98/attachment.html From Adam.Poole@nottingham.edu.cn Fri Jun 29 08:24:34 2018 From: Adam.Poole@nottingham.edu.cn (Adam Poole (16517826)) Date: Fri, 29 Jun 2018 15:24:34 +0000 Subject: [Xmca-l] Re-situating funds of identity In-Reply-To: References: Message-ID: Hi all, So many interesting discussions springing up around the article, and not enough time to respond to them all! Thank you for your ideas, suggestions and critiques - they are all gratefully received. For some reason, I am only getting the digest with all of the posts collated, rather than receiving them individually as they are posted. Anyway, I?d like to begin by responding to some of the observations from Greg. Thank you for your thoughtful responses. ?I think any discussion of Perezhivaniyaha throughout the development of an avatar must acknowledge the power relationship inherent in being told to draw on fountains of identity. What if the crisis involved is, "Ohh crap my teacher is making me draw and tell about who I am. I don't want to share?" or the cultural implications of asking youth to be "open" about who they are. I see the avatar study more as a study of visual metaphors. Choose a picture that represents you. Though I did like the novel analysis of word clouds. I love to see how we play with these in narrative multimodal analysis? I found in that students did not so much draw upon foundations of identity, but rather utilised avatars as a way to (re)construct themselves in the form of proleptic identities. The process is quite empowering because it gives students the opportunity to construct who they think they are, who they want to be, or who they want others to think they are. In this sense, funds of identity are not lying dormant, waiting to be draw on, but through their articulation via avatars, etc, they are simultaneously revealed and created. Moises in this digest put it well when he wrote that: 'To me 'identity' is in people as well as things. This implies that identity is tangible and embedded. In that sense, identity is both product and process. The funds of identity are (re)constructed through the identity artefact used such as Avatar in a particular cultural practice. In other words, Avatar, as a medium and mediator, facilities acts of identification, but it also changes it: distorts it, arguments it, transforms it depending the audience, the purpose-intentionality, the practice, the context. It can be connected with the discussion on catharsis and transformation.' In some cases, students choose an avatar that represents them. However, in other cases, they actually construct their own representations of themselves. For example, Valerie wrote in her reflection that she was dissatisfied with the software out there, as she found it too constraining ? essentially the bank metaphor. So, she used photo shop in order to create her own avatar. The point about avatars being metaphorical in nature is really useful and something that I will focus on more in the future. Actually, a previous paper of mine entitled ?I want to be a furious leopard? (Poole 2017) dealt with this issue, as well as the issue of power. The problem that struck me with using visual work for social justice purposes was the fact that by its nature it is polysemic, and therefore open to (mis)interpretation. On the one hand this is not a bad thing, as it promotes multiple-readings. On the other, it could lead to the perpetuation of teachers? deficit thinking, as the teacher might simply impose their own interpretation on the visual data, and therefore claim hermeneutic dominion over the students. Hence the use of a multimethodological approach in order to draw upon students? funds of identity. The reflection, in particular, was essential in grounding the visual methods ? avatar and to a lesser extent the word cloud ? in the students? lived experience. In developing this ethico-interpretative framework, I drew upon the work of Gadamer, particularly the hermeneutic circle. It would take too long to go into detail here, but I will post the link here if anyone is interested in reading up on it: https://www.tandfonline.com/doi/abs/10.1080/2331186X.2017.1316915 2. ?The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research.? Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy.' I understand what is being said here, and agree to a certain extent with the issue of corporate interest. However, children and adults do not necessarily draw upon algorithmically determined funds of identity, but rather, going back to the funds of knowledge approach, the teacher draws upon students? funds of identity in order to build a bridge between the home and the school. Perhaps it would be more accurate to write that children?s funds of identity are mediated by algorithmically determined corporate interests which teachers then draw upon. While it is true that we are enslaved to an algorithm, I think it is a bit too fatalistic to paint this as the condition in which all children live. I think one of the great things about funds of identity is that, in conjunction with an expert, such as a teacher or a peer, it is possible to rewrite this kind of programming. I would also say that despite what we as teachers and researchers think, it is also important to engage with the significations that students attach to their social worlds. Therefore, even if we as educators can see through the fa?ade of digital plurality, Facebook feeds and Instagram may in fact have positive resonances for our students. Therefore, it is important to valorise those experiences related to such media, even if we ourselves see them differently. Hence the development of existential funds of identity ? a way to facilitate both positive and negative. It is imperative that we see the teacher-student relationship in the funds of identity approach as both social and dialogic in nature ? there can be discordance, there can be differences ? those differences can provide spaces for transformation in both students and teachers? thinking. One such approach suggested by Moises that might facilitate more critical engagement with Facebook culture is the notion of transmedia - translated into funds of identity, this would involve students constructing identities across a number of different forms, such as tweets, blogs, narratives, films, etc. 3. "What is the point of being able to draw on funds of identity if somebody else owns the bank?" I like the bank metaphor as it resonates with the ?funds? aspect of funds of identity as well as Bourdieu?s notion of capital. For me at least, somebody will always own the bank ? whether it be language, capital, cultural interpretations, master narratives, curriculum, assessment, etc. I am reminded of Foucault?s notion of discourse here ? it simultaneously constrains and empowers. And drawing upon Gee?s distinction between Discourse and discourse, we could say that while somebody else will always own the bank (based on class and ethnicity), it is still possible to reconfigure those discursive aspects in order to construct new forms of Discourse. To what extent can any person own the mechanisms of representation? We can open a new bank account and choose how much to put in or take out or we can choose to close it. These are acts of agency. I will say that I am not a Marxist; I am more of a post-structuralist, so I tend to conceive of inequality in discursive, rather than empirical terms. Inequality does exist as an empirical thing of course, but based on my postionality and research context, I approach it in discursive terms. To return to avatars, some of the software for creating avatars is pretty generic in nature to be sure. However, I found that those students who wanted to create a more mimetic avatar were content to use generic avatars whereas those, like Valerie, who wanted to represent themselves in more symbolic terms, created their own avatars using more sophisticated forms of software. Julian and Greg, I think, are both coming at funds of knowledge/identity from a Marxist perspective - hence the focus on capital and social class. Significantly, in my own transnational teaching context(such as international schools), this inequality is manifested in cultural terms- the imposition of western-centric curricula and modes of assessment and teaching on learners whose own language and culture is routinely marginalized. Therefore, inequality is not so much based on class but rather ontology and epistemology - although these two are inextricably linked to class. Thank you also to Moises for your thoughtful response. I will try and address some of the other posts over the next few days. Certainly, a lot of useful comments and observations that will be invaluable for future research. Best, Adam ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of xmca-l-request@mailman.ucsd.edu Sent: 29 June 2018 19:02 To: xmca-l@mailman.ucsd.edu Subject: xmca-l Digest, Vol 59, Issue 5 Send xmca-l mailing list submissions to xmca-l@mailman.ucsd.edu To subscribe or unsubscribe via the World Wide Web, visit https://mailman.ucsd.edu/mailman/listinfo/xmca-l or, via email, send a message with subject or body 'help' to xmca-l-request@mailman.ucsd.edu You can reach the person managing the list at xmca-l-owner@mailman.ucsd.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of xmca-l digest..." Today's Topics: 1. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (Greg Mcverry) 2. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (Alfredo Jornet Gil) 3. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (Greg Mcverry) 4. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (Alfredo Jornet Gil) 5. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (Greg Mcverry) 6. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (Greg Mcverry) 7. Annotations and XMCA (Greg Mcverry) 8. Re: Annotations and XMCA (Greg Mcverry) 9. Re: FW: Fyi (Peter Smagorinsky) 10. Re: Annotations and XMCA (Alfredo Jornet Gil) 11. Re: 'funds' of knowledge and identity (Julian Williams) 12. Re: FW: Fyi (mike cole) 13. Re: 'funds' of knowledge and identity (Huw Lloyd) 14. Re: FW: Fyi (Peter Smagorinsky) 15. Re: 'funds' of knowledge and identity (MOISES ESTEBAN-GUITART) 16. Re: 'funds' of knowledge and identity (Julian Williams) 17. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (robsub@ariadne.org.uk) 18. Re: 'funds' of knowledge and identity (robsub@ariadne.org.uk) 19. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (Andy Blunden) 20. Re: Re-situating funds of identity within contemporary interpretations of perezhivanie (robsub@ariadne.org.uk) 21. FW: Celebration of Vera John-Steiner's Life (Peter Smagorinsky) ---------------------------------------------------------------------- Message: 1 Date: Thu, 21 Jun 2018 08:03:35 -0400 From: Greg Mcverry Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" So I am annotating the article here before I formulate my response: https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Some quick thoughts: -Allowing students to choose their software created a situation where identity was also mediated by technical knowledge., which in itself signifies membership and identities within groups. -There is a wealth of literature exploring image metaphors and identity. This is usually framed from a new literacies perspective and draws on James Paul Gee (too much). Every digital story telling study ends with, "Students did "identity work" this provided a fresh take on funds of identity. -I thought the role of the environment was downplayed here. Being in a school setting the motivation for doing identity work is influenced by power relationships int he classroom. -Interesting how cultural meaning and funds of knowledge (lazy cat) were included in the avatar of "lazt cat" -I am scared for our youth when the environment of perezhivanie is controlled by algorithims. Students do not get to decide how their identity is projected. Their social interactions, the friends they see and communicate with are now controlled by corporations. We must encourage students to own their digital spaces. -I am playing with the idea of building critical evaluation by having students interact with bias avatars doing bias read alouds of multiple sources. On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil wrote: > ?Thanks for the discussion so far, Moises and Adam. And while Moises (or > anyone else) perhaps comes back with a more a more comprehensive reaction, > I was just wondering about Mois?s question 2 and what the relation between > the categories "identity" and "personality" are, if they can be related at > all. In Vygotsky, perezhivanie is explicitly linked to personality. As far > as I can recall and without having gone to the texts and check, Vygotsky > does not use the term "identity" in the sense it is used in current > literature. This also leads me to wonder on the distinction > between *learning* (which according to Moises is part what the Funds of > Knowledge/Identity were designed to address) and *development*. Is > analytical categories, is perezhivanie more about development and funds of > identity more about learning? Or we have to differentiate them on other > grounds? > > Alfredo > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > *Sent:* 19 June 2018 04:14 > *To:* xmca-l@mailman.ucsd.edu > *Subject:* [Xmca-l] Re-situating funds of identity within contemporary > interpretations of perezhivanie > > > > Thanks to Moises for posting some questions about the article that I would > like to respond to. > > > I will first include his summary and interpretation of the paper and then > respond to his questions. > > > > Interpretation of paper > > The Poole?s paper invited me to enrich the notion of funds of identity. > Grounded in the funds of knowledge approach, the funds of identity concept > try to intentionally reinforce the positive backgrounds and experiences of > learners to overcome the deficit thinking in education (to sum up: by > reducing marginalized school population to a sum of cultural, social, > linguistic deficits). However, our experience is not only light. And in > the dark funds of knowledge suggested by Zipin, existential funds of > identity invite us to capture a more holistic view on people?s experience. > In my opinion, deep learning (meaningful, significant learning) is based > on the recognition and transformation of learners? identities. This > assertion, that would be one of my working hypothesis, assumes three > theoretical principles: (1) that human identities are culturally-situated > and distributed (geographical funds of identity, cultural funds of > identity, institutional funds of identity and so on); (2) that there is a > constitutive link between learning and identity (as so many scholars > suggested and developed) and (3) that meaning (significant experience) > plays an important role as a learning generator. Here in mind, I would > like to share three questions or topics that can help us to understand the > Adam Poole?s paper, in particular, and further advance our > conceptualization on contemporary topics as perezhivanie, in general. > > > Questions > > > 1) Do you think that existential funds of identity should be > considered as a type of funds of identity? In other words, should be > incorporated into the prior classification into geographical, practical, > institutional, cultural and social funds of identity? Or may be should be > considered as a ?re-theorization? of funds of identity? > > > This is a question that I have been struggling with for some time. When I > initially uncovered existential funds of identity I considered to be more > than a type of funds of identity. I couldn't see how it related to the five > categories that you proposed, as to me the type of identity being described > was more internal or meditative. However, the more I researched into the > funds of identity concept and its theoretical underpinnings, the more I > came to question this conclusion. Firstly, funds of identity, as I > understand it, is predicated upon a synthesis of macro and micro-level > approaches to culture - that is, identity is embedded in artefacts and > social practices and therefore is distributed in nature. However, to bring > in the concept of perezhivanie, individuals construct new identities from > the social identities that surround them. In contrast, I initially > understood existential funds of identity as largely phenomenological in > nature. However, on reflection, I realised that issues to do with identity > confusion, relationship problems, etc, are social in nature. > > > So, existential funds of identity should be seen as a complement to funds > of identity, rather than a re-theorisation of it. Most significantly, it > can be used to show how negative experiences can be drawn on in order to > bring about positive pedagogical outcomes. > > > However, I would be interested to know if anyone else thinks that > existential funds of identity complements or contradicts the concept > developed by Moises. > > > > 2) How we could link the concepts of identity and perezhivanie? > > > Good question! For me. identity is an open-ended process that is both > personal and social in nature. For this reason, perezhivanie is a really > useful concept to bring this relationship into focus. Firstly, it shows how > development is the result of the dialectical relationship between the mind > and the environment. This relates to identity in a big way, as it > suggests that identity is quite fluid: we are different people in > different times and across different contexts. Perezhivanie is relevant > here as it helps to explain the way individuals relate differentially to > their environments. In relation to my teaching, I have found that students > do not embody fixed identities that they take with them from class to > class, but construct new identities in response to their classes - the > teacher, the students, the subject. To draw upon, and extend Thompson and > Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do > not only bring one school bag with them, but have many different bags from > which they draw in the construction, and performance, of their classroom > identities. > > > This realisation lead me to question the role of labelling that you often > find in staff rooms - this is the 'difficult' student, this is the 'gifted' > student, etc. By observing students' behaviour in other classes, I realised > that there was something going on between the students and their > environments - hence the link between identity and perezhivanie. Rather > than engaging with the imposed label (that really says more about our > deficit thinking than the students themselves) we should engage with the > students' lived experiences of their social world - both positive and > negative. > > > 3) One of the aims of funds of identity is to develop an approach > to the construct ?identity? that had educational implications. What are > the > educational/pedagogical implications of the existential funds of identity? > > > This is a bit more of a complicated one! I do agree with your assertion > that drawing upon minoritised students' negative or problematic experiences > could lead to the reproduction of deficit thinking. However, I do think > that if handled ethically, teachers can draw upon both light and dark funds > of identity in order to valorise the whole child and their social worlds. > So pedagogically, existential funds of identity can help to develop 'thick' > stranded relationships between teachers and students. Moreover, it can also > bridge the gap between the classroom and home by acknowledging that life > and individual experiencing is complex and multi-layered, often involving > critical moments that are ambivalent in nature. I have to say that this > approach may not be appropriate for younger learners. I had in mind > adolescent learners when I developed the idea of existential funds of > identity. > > > > Cheers, > > > Adam > > > > > > This message and any attachment are intended solely for the addressee and > may contain confidential information. If you have received this message in > error, please send it back to me, and immediately delete it. Please do not > use, copy or disclose the information contained in this message or in any > attachment. Any views or opinions expressed by the author of this email do > not necessarily reflect the views of The University of Nottingham Ningbo > China. This message has been checked for viruses but the contents of an > attachment may still contain software viruses which could damage your > computer system: you are advised to perform your own checks. Email > communications with The University of Nottingham Ningbo China may be > monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/34ff5e0b/attachment-0001.html ------------------------------ Message: 2 Date: Thu, 21 Jun 2018 12:23:00 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: "eXtended Mind, Culture, Activity" Message-ID: <1529583780354.1810@iped.uio.no> Content-Type: text/plain; charset="utf-8" ?Thanks Julie and Greg. Welcome Julie! You made us (or at least me) curious about those remarks on the question of "existential" as related to "illumination" rather than simply an acknowledgement of the importance of "negative" experiences. I am excited to see if the discussion allows for unfolding more of this for us to learn a bit more. Greg, can the link that you shared be annotated? When I follow the link, it seems to only allow me to download the file, but not annotate it online. Or does it? Also, for those who might not have yet got a copy, the article is now open access and for the following weeks here: https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Greg Mcverry Sent: 21 June 2018 14:03 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie So I am annotating the article here before I formulate my response: https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Some quick thoughts: -Allowing students to choose their software created a situation where identity was also mediated by technical knowledge., which in itself signifies membership and identities within groups. -There is a wealth of literature exploring image metaphors and identity. This is usually framed from a new literacies perspective and draws on James Paul Gee (too much). Every digital story telling study ends with, "Students did "identity work" this provided a fresh take on funds of identity. -I thought the role of the environment was downplayed here. Being in a school setting the motivation for doing identity work is influenced by power relationships int he classroom. -Interesting how cultural meaning and funds of knowledge (lazy cat) were included in the avatar of "lazt cat" -I am scared for our youth when the environment of perezhivanie is controlled by algorithims. Students do not get to decide how their identity is projected. Their social interactions, the friends they see and communicate with are now controlled by corporations. We must encourage students to own their digital spaces. -I am playing with the idea of building critical evaluation by having students interact with bias avatars doing bias read alouds of multiple sources. On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil > wrote: ?Thanks for the discussion so far, Moises and Adam. And while Moises (or anyone else) perhaps comes back with a more a more comprehensive reaction, I was just wondering about Mois?s question 2 and what the relation between the categories "identity" and "personality" are, if they can be related at all. In Vygotsky, perezhivanie is explicitly linked to personality. As far as I can recall and without having gone to the texts and check, Vygotsky does not use the term "identity" in the sense it is used in current literature. This also leads me to wonder on the distinction between *learning* (which according to Moises is part what the Funds of Knowledge/Identity were designed to address) and *development*. Is analytical categories, is perezhivanie more about development and funds of identity more about learning? Or we have to differentiate them on other grounds? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > Sent: 19 June 2018 04:14 To: xmca-l@mailman.ucsd.edu Subject: [Xmca-l] Re-situating funds of identity within contemporary interpretations of perezhivanie Thanks to Moises for posting some questions about the article that I would like to respond to. I will first include his summary and interpretation of the paper and then respond to his questions. Interpretation of paper The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. Questions 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? This is a question that I have been struggling with for some time. When I initially uncovered existential funds of identity I considered to be more than a type of funds of identity. I couldn't see how it related to the five categories that you proposed, as to me the type of identity being described was more internal or meditative. However, the more I researched into the funds of identity concept and its theoretical underpinnings, the more I came to question this conclusion. Firstly, funds of identity, as I understand it, is predicated upon a synthesis of macro and micro-level approaches to culture - that is, identity is embedded in artefacts and social practices and therefore is distributed in nature. However, to bring in the concept of perezhivanie, individuals construct new identities from the social identities that surround them. In contrast, I initially understood existential funds of identity as largely phenomenological in nature. However, on reflection, I realised that issues to do with identity confusion, relationship problems, etc, are social in nature. So, existential funds of identity should be seen as a complement to funds of identity, rather than a re-theorisation of it. Most significantly, it can be used to show how negative experiences can be drawn on in order to bring about positive pedagogical outcomes. However, I would be interested to know if anyone else thinks that existential funds of identity complements or contradicts the concept developed by Moises. 2) How we could link the concepts of identity and perezhivanie? Good question! For me. identity is an open-ended process that is both personal and social in nature. For this reason, perezhivanie is a really useful concept to bring this relationship into focus. Firstly, it shows how development is the result of the dialectical relationship between the mind and the environment. This relates to identity in a big way, as it suggests that identity is quite fluid: we are different people in different times and across different contexts. Perezhivanie is relevant here as it helps to explain the way individuals relate differentially to their environments. In relation to my teaching, I have found that students do not embody fixed identities that they take with them from class to class, but construct new identities in response to their classes - the teacher, the students, the subject. To draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do not only bring one school bag with them, but have many different bags from which they draw in the construction, and performance, of their classroom identities. This realisation lead me to question the role of labelling that you often find in staff rooms - this is the 'difficult' student, this is the 'gifted' student, etc. By observing students' behaviour in other classes, I realised that there was something going on between the students and their environments - hence the link between identity and perezhivanie. Rather than engaging with the imposed label (that really says more about our deficit thinking than the students themselves) we should engage with the students' lived experiences of their social world - both positive and negative. 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? This is a bit more of a complicated one! I do agree with your assertion that drawing upon minoritised students' negative or problematic experiences could lead to the reproduction of deficit thinking. However, I do think that if handled ethically, teachers can draw upon both light and dark funds of identity in order to valorise the whole child and their social worlds. So pedagogically, existential funds of identity can help to develop 'thick' stranded relationships between teachers and students. Moreover, it can also bridge the gap between the classroom and home by acknowledging that life and individual experiencing is complex and multi-layered, often involving critical moments that are ambivalent in nature. I have to say that this approach may not be appropriate for younger learners. I had in mind adolescent learners when I developed the idea of existential funds of identity. Cheers, Adam This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/e9d3b42e/attachment-0001.html ------------------------------ Message: 3 Date: Thu, 21 Jun 2018 08:54:07 -0400 From: Greg Mcverry Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Alfredo there are two options: If you use Chrome you can have the hypothes.is extension installed. If you use Firefox: click this link https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Really stick https://via.hypothes.is/ in front of most urls and you can annotate/ I should start using an xmca tag for the articles I read from listserv On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil wrote: > ?Thanks Julie and Greg. > > > Welcome Julie! You made us (or at least me) curious about those remarks on > the question of "existential" as related to "illumination" rather than > simply an acknowledgement of the importance of "negative" experiences. I am > excited to see if the discussion allows for unfolding more of this for us > to learn a bit more. > > > Greg, can the link that you shared be annotated? When I follow the link, > it seems to only allow me to download the file, but not annotate it online. > Or does it? > > > Also, for those who might not have yet got a copy, the article is now open > access and for the following weeks here: > > https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? > > > Alfredo > > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Greg Mcverry > *Sent:* 21 June 2018 14:03 > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: Re-situating funds of identity within > contemporary interpretations of perezhivanie > > So I am annotating the article here before I formulate my response: > https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf > > Some quick thoughts: > -Allowing students to choose their software created a situation where > identity was also mediated by technical knowledge., which in itself > signifies membership and identities within groups. > -There is a wealth of literature exploring image metaphors and identity. > This is usually framed from a new literacies perspective and draws on James > Paul Gee (too much). Every digital story telling study ends with, "Students > did "identity work" this provided a fresh take on funds of identity. > -I thought the role of the environment was downplayed here. Being in a > school setting the motivation for doing identity work is influenced by > power relationships int he classroom. > -Interesting how cultural meaning and funds of knowledge (lazy cat) were > included in the avatar of "lazt cat" > -I am scared for our youth when the environment of perezhivanie is > controlled by algorithims. Students do not get to decide how their identity > is projected. Their social interactions, the friends they see and > communicate with are now controlled by corporations. We must encourage > students to own their digital spaces. > -I am playing with the idea of building critical evaluation by having > students interact with bias avatars doing bias read alouds of multiple > sources. > > On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil > wrote: > >> ?Thanks for the discussion so far, Moises and Adam. And while Moises (or >> anyone else) perhaps comes back with a more a more comprehensive reaction, >> I was just wondering about Mois?s question 2 and what the relation between >> the categories "identity" and "personality" are, if they can be related at >> all. In Vygotsky, perezhivanie is explicitly linked to personality. As far >> as I can recall and without having gone to the texts and check, Vygotsky >> does not use the term "identity" in the sense it is used in current >> literature. This also leads me to wonder on the distinction >> between *learning* (which according to Moises is part what the Funds of >> Knowledge/Identity were designed to address) and *development*. Is >> analytical categories, is perezhivanie more about development and funds of >> identity more about learning? Or we have to differentiate them on other >> grounds? >> >> Alfredo >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Adam Poole (16517826) >> *Sent:* 19 June 2018 04:14 >> *To:* xmca-l@mailman.ucsd.edu >> *Subject:* [Xmca-l] Re-situating funds of identity within contemporary >> interpretations of perezhivanie >> >> >> >> Thanks to Moises for posting some questions about the article that I >> would like to respond to. >> >> >> I will first include his summary and interpretation of the paper and then >> respond to his questions. >> >> >> >> Interpretation of paper >> >> The Poole?s paper invited me to enrich the notion of funds of identity. >> Grounded in the funds of knowledge approach, the funds of identity concept >> try to intentionally reinforce the positive backgrounds and experiences of >> learners to overcome the deficit thinking in education (to sum up: by >> reducing marginalized school population to a sum of cultural, social, >> linguistic deficits). However, our experience is not only light. And in >> the dark funds of knowledge suggested by Zipin, existential funds of >> identity invite us to capture a more holistic view on people?s experience. >> In my opinion, deep learning (meaningful, significant learning) is based >> on the recognition and transformation of learners? identities. This >> assertion, that would be one of my working hypothesis, assumes three >> theoretical principles: (1) that human identities are culturally-situated >> and distributed (geographical funds of identity, cultural funds of >> identity, institutional funds of identity and so on); (2) that there is a >> constitutive link between learning and identity (as so many scholars >> suggested and developed) and (3) that meaning (significant experience) >> plays an important role as a learning generator. Here in mind, I would >> like to share three questions or topics that can help us to understand the >> Adam Poole?s paper, in particular, and further advance our >> conceptualization on contemporary topics as perezhivanie, in general. >> >> >> Questions >> >> >> 1) Do you think that existential funds of identity should be >> considered as a type of funds of identity? In other words, should be >> incorporated into the prior classification into geographical, practical, >> institutional, cultural and social funds of identity? Or may be should >> be considered as a ?re-theorization? of funds of identity? >> >> >> This is a question that I have been struggling with for some time. When I >> initially uncovered existential funds of identity I considered to be more >> than a type of funds of identity. I couldn't see how it related to the five >> categories that you proposed, as to me the type of identity being described >> was more internal or meditative. However, the more I researched into the >> funds of identity concept and its theoretical underpinnings, the more I >> came to question this conclusion. Firstly, funds of identity, as I >> understand it, is predicated upon a synthesis of macro and micro-level >> approaches to culture - that is, identity is embedded in artefacts and >> social practices and therefore is distributed in nature. However, to bring >> in the concept of perezhivanie, individuals construct new identities from >> the social identities that surround them. In contrast, I initially >> understood existential funds of identity as largely phenomenological in >> nature. However, on reflection, I realised that issues to do with identity >> confusion, relationship problems, etc, are social in nature. >> >> >> So, existential funds of identity should be seen as a complement to funds >> of identity, rather than a re-theorisation of it. Most significantly, it >> can be used to show how negative experiences can be drawn on in order to >> bring about positive pedagogical outcomes. >> >> >> However, I would be interested to know if anyone else thinks that >> existential funds of identity complements or contradicts the concept >> developed by Moises. >> >> >> >> 2) How we could link the concepts of identity and perezhivanie? >> >> >> Good question! For me. identity is an open-ended process that is both >> personal and social in nature. For this reason, perezhivanie is a really >> useful concept to bring this relationship into focus. Firstly, it shows how >> development is the result of the dialectical relationship between the mind >> and the environment. This relates to identity in a big way, as it >> suggests that identity is quite fluid: we are different people in >> different times and across different contexts. Perezhivanie is relevant >> here as it helps to explain the way individuals relate differentially to >> their environments. In relation to my teaching, I have found that students >> do not embody fixed identities that they take with them from class to >> class, but construct new identities in response to their classes - the >> teacher, the students, the subject. To draw upon, and extend Thompson and >> Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do >> not only bring one school bag with them, but have many different bags from >> which they draw in the construction, and performance, of their classroom >> identities. >> >> >> This realisation lead me to question the role of labelling that you >> often find in staff rooms - this is the 'difficult' student, this is the >> 'gifted' student, etc. By observing students' behaviour in other classes, I >> realised that there was something going on between the students and their >> environments - hence the link between identity and perezhivanie. Rather >> than engaging with the imposed label (that really says more about our >> deficit thinking than the students themselves) we should engage with the >> students' lived experiences of their social world - both positive and >> negative. >> >> >> 3) One of the aims of funds of identity is to develop an approach >> to the construct ?identity? that had educational implications. What are >> the >> educational/pedagogical implications of the existential funds of identity? >> >> >> This is a bit more of a complicated one! I do agree with your assertion >> that drawing upon minoritised students' negative or problematic experiences >> could lead to the reproduction of deficit thinking. However, I do think >> that if handled ethically, teachers can draw upon both light and dark funds >> of identity in order to valorise the whole child and their social worlds. >> So pedagogically, existential funds of identity can help to develop 'thick' >> stranded relationships between teachers and students. Moreover, it can also >> bridge the gap between the classroom and home by acknowledging that life >> and individual experiencing is complex and multi-layered, often involving >> critical moments that are ambivalent in nature. I have to say that this >> approach may not be appropriate for younger learners. I had in mind >> adolescent learners when I developed the idea of existential funds of >> identity. >> >> >> >> Cheers, >> >> >> Adam >> >> >> >> >> >> This message and any attachment are intended solely for the addressee and >> may contain confidential information. If you have received this message in >> error, please send it back to me, and immediately delete it. Please do not >> use, copy or disclose the information contained in this message or in any >> attachment. Any views or opinions expressed by the author of this email do >> not necessarily reflect the views of The University of Nottingham Ningbo >> China. This message has been checked for viruses but the contents of an >> attachment may still contain software viruses which could damage your >> computer system: you are advised to perform your own checks. Email >> communications with The University of Nottingham Ningbo China may be >> monitored as permitted by UK and Chinese legislation. >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/b005f3cb/attachment-0001.html ------------------------------ Message: 4 Date: Thu, 21 Jun 2018 12:58:53 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: "eXtended Mind, Culture, Activity" Message-ID: <1529585933283.27759@iped.uio.no> Content-Type: text/plain; charset="utf-8" ?Okey, now I got it! Thanks Greg. I see now that you need to create a user and log it to be able to annotate. That seems very promising to adopt as usual praxis here at xmca when we discuss papers. Many thanks! Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu on behalf of Greg Mcverry Sent: 21 June 2018 14:54 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie Alfredo there are two options: If you use Chrome you can have the hypothes.is extension installed. If you use Firefox: click this link https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Really stick https://via.hypothes.is/ in front of most urls and you can annotate/ I should start using an xmca tag for the articles I read from listserv On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil > wrote: ?Thanks Julie and Greg. Welcome Julie! You made us (or at least me) curious about those remarks on the question of "existential" as related to "illumination" rather than simply an acknowledgement of the importance of "negative" experiences. I am excited to see if the discussion allows for unfolding more of this for us to learn a bit more. Greg, can the link that you shared be annotated? When I follow the link, it seems to only allow me to download the file, but not annotate it online. Or does it? Also, for those who might not have yet got a copy, the article is now open access and for the following weeks here: https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Greg Mcverry > Sent: 21 June 2018 14:03 To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie So I am annotating the article here before I formulate my response: https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf Some quick thoughts: -Allowing students to choose their software created a situation where identity was also mediated by technical knowledge., which in itself signifies membership and identities within groups. -There is a wealth of literature exploring image metaphors and identity. This is usually framed from a new literacies perspective and draws on James Paul Gee (too much). Every digital story telling study ends with, "Students did "identity work" this provided a fresh take on funds of identity. -I thought the role of the environment was downplayed here. Being in a school setting the motivation for doing identity work is influenced by power relationships int he classroom. -Interesting how cultural meaning and funds of knowledge (lazy cat) were included in the avatar of "lazt cat" -I am scared for our youth when the environment of perezhivanie is controlled by algorithims. Students do not get to decide how their identity is projected. Their social interactions, the friends they see and communicate with are now controlled by corporations. We must encourage students to own their digital spaces. -I am playing with the idea of building critical evaluation by having students interact with bias avatars doing bias read alouds of multiple sources. On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil > wrote: ?Thanks for the discussion so far, Moises and Adam. And while Moises (or anyone else) perhaps comes back with a more a more comprehensive reaction, I was just wondering about Mois?s question 2 and what the relation between the categories "identity" and "personality" are, if they can be related at all. In Vygotsky, perezhivanie is explicitly linked to personality. As far as I can recall and without having gone to the texts and check, Vygotsky does not use the term "identity" in the sense it is used in current literature. This also leads me to wonder on the distinction between *learning* (which according to Moises is part what the Funds of Knowledge/Identity were designed to address) and *development*. Is analytical categories, is perezhivanie more about development and funds of identity more about learning? Or we have to differentiate them on other grounds? Alfredo ________________________________ From: xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > Sent: 19 June 2018 04:14 To: xmca-l@mailman.ucsd.edu Subject: [Xmca-l] Re-situating funds of identity within contemporary interpretations of perezhivanie Thanks to Moises for posting some questions about the article that I would like to respond to. I will first include his summary and interpretation of the paper and then respond to his questions. Interpretation of paper The Poole?s paper invited me to enrich the notion of funds of identity. Grounded in the funds of knowledge approach, the funds of identity concept try to intentionally reinforce the positive backgrounds and experiences of learners to overcome the deficit thinking in education (to sum up: by reducing marginalized school population to a sum of cultural, social, linguistic deficits). However, our experience is not only light. And in the dark funds of knowledge suggested by Zipin, existential funds of identity invite us to capture a more holistic view on people?s experience. In my opinion, deep learning (meaningful, significant learning) is based on the recognition and transformation of learners? identities. This assertion, that would be one of my working hypothesis, assumes three theoretical principles: (1) that human identities are culturally-situated and distributed (geographical funds of identity, cultural funds of identity, institutional funds of identity and so on); (2) that there is a constitutive link between learning and identity (as so many scholars suggested and developed) and (3) that meaning (significant experience) plays an important role as a learning generator. Here in mind, I would like to share three questions or topics that can help us to understand the Adam Poole?s paper, in particular, and further advance our conceptualization on contemporary topics as perezhivanie, in general. Questions 1) Do you think that existential funds of identity should be considered as a type of funds of identity? In other words, should be incorporated into the prior classification into geographical, practical, institutional, cultural and social funds of identity? Or may be should be considered as a ?re-theorization? of funds of identity? This is a question that I have been struggling with for some time. When I initially uncovered existential funds of identity I considered to be more than a type of funds of identity. I couldn't see how it related to the five categories that you proposed, as to me the type of identity being described was more internal or meditative. However, the more I researched into the funds of identity concept and its theoretical underpinnings, the more I came to question this conclusion. Firstly, funds of identity, as I understand it, is predicated upon a synthesis of macro and micro-level approaches to culture - that is, identity is embedded in artefacts and social practices and therefore is distributed in nature. However, to bring in the concept of perezhivanie, individuals construct new identities from the social identities that surround them. In contrast, I initially understood existential funds of identity as largely phenomenological in nature. However, on reflection, I realised that issues to do with identity confusion, relationship problems, etc, are social in nature. So, existential funds of identity should be seen as a complement to funds of identity, rather than a re-theorisation of it. Most significantly, it can be used to show how negative experiences can be drawn on in order to bring about positive pedagogical outcomes. However, I would be interested to know if anyone else thinks that existential funds of identity complements or contradicts the concept developed by Moises. 2) How we could link the concepts of identity and perezhivanie? Good question! For me. identity is an open-ended process that is both personal and social in nature. For this reason, perezhivanie is a really useful concept to bring this relationship into focus. Firstly, it shows how development is the result of the dialectical relationship between the mind and the environment. This relates to identity in a big way, as it suggests that identity is quite fluid: we are different people in different times and across different contexts. Perezhivanie is relevant here as it helps to explain the way individuals relate differentially to their environments. In relation to my teaching, I have found that students do not embody fixed identities that they take with them from class to class, but construct new identities in response to their classes - the teacher, the students, the subject. To draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do not only bring one school bag with them, but have many different bags from which they draw in the construction, and performance, of their classroom identities. This realisation lead me to question the role of labelling that you often find in staff rooms - this is the 'difficult' student, this is the 'gifted' student, etc. By observing students' behaviour in other classes, I realised that there was something going on between the students and their environments - hence the link between identity and perezhivanie. Rather than engaging with the imposed label (that really says more about our deficit thinking than the students themselves) we should engage with the students' lived experiences of their social world - both positive and negative. 3) One of the aims of funds of identity is to develop an approach to the construct ?identity? that had educational implications. What are the educational/pedagogical implications of the existential funds of identity? This is a bit more of a complicated one! I do agree with your assertion that drawing upon minoritised students' negative or problematic experiences could lead to the reproduction of deficit thinking. However, I do think that if handled ethically, teachers can draw upon both light and dark funds of identity in order to valorise the whole child and their social worlds. So pedagogically, existential funds of identity can help to develop 'thick' stranded relationships between teachers and students. Moreover, it can also bridge the gap between the classroom and home by acknowledging that life and individual experiencing is complex and multi-layered, often involving critical moments that are ambivalent in nature. I have to say that this approach may not be appropriate for younger learners. I had in mind adolescent learners when I developed the idea of existential funds of identity. Cheers, Adam This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/fc01c810/attachment-0001.html ------------------------------ Message: 5 Date: Thu, 21 Jun 2018 08:59:36 -0400 From: Greg Mcverry Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Here is a link to annotate Andy's piece on translating perezhivanie: https://jgregorymcverry.com/3731-2/ On Thu, Jun 21, 2018 at 8:54 AM Greg Mcverry wrote: > Alfredo there are two options: If you use Chrome you can have the > hypothes.is extension installed. > > If you use Firefox: click this link > https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf > > Really stick https://via.hypothes.is/ > > in front of most urls and you can annotate/ I should start using an xmca > tag for the articles I read from listserv > > On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil > wrote: > >> ?Thanks Julie and Greg. >> >> >> Welcome Julie! You made us (or at least me) curious about those remarks >> on the question of "existential" as related to "illumination" rather than >> simply an acknowledgement of the importance of "negative" experiences. I am >> excited to see if the discussion allows for unfolding more of this for us >> to learn a bit more. >> >> >> Greg, can the link that you shared be annotated? When I follow the link, >> it seems to only allow me to download the file, but not annotate it online. >> Or does it? >> >> >> Also, for those who might not have yet got a copy, the article is now >> open access and for the following weeks here: >> >> https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Greg Mcverry >> *Sent:* 21 June 2018 14:03 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: Re-situating funds of identity within >> contemporary interpretations of perezhivanie >> >> So I am annotating the article here before I formulate my response: >> https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf >> >> Some quick thoughts: >> -Allowing students to choose their software created a situation where >> identity was also mediated by technical knowledge., which in itself >> signifies membership and identities within groups. >> -There is a wealth of literature exploring image metaphors and identity. >> This is usually framed from a new literacies perspective and draws on James >> Paul Gee (too much). Every digital story telling study ends with, "Students >> did "identity work" this provided a fresh take on funds of identity. >> -I thought the role of the environment was downplayed here. Being in a >> school setting the motivation for doing identity work is influenced by >> power relationships int he classroom. >> -Interesting how cultural meaning and funds of knowledge (lazy cat) were >> included in the avatar of "lazt cat" >> -I am scared for our youth when the environment of perezhivanie is >> controlled by algorithims. Students do not get to decide how their identity >> is projected. Their social interactions, the friends they see and >> communicate with are now controlled by corporations. We must encourage >> students to own their digital spaces. >> -I am playing with the idea of building critical evaluation by having >> students interact with bias avatars doing bias read alouds of multiple >> sources. >> >> On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil >> wrote: >> >>> ?Thanks for the discussion so far, Moises and Adam. And while Moises (or >>> anyone else) perhaps comes back with a more a more comprehensive reaction, >>> I was just wondering about Mois?s question 2 and what the relation between >>> the categories "identity" and "personality" are, if they can be related at >>> all. In Vygotsky, perezhivanie is explicitly linked to personality. As far >>> as I can recall and without having gone to the texts and check, Vygotsky >>> does not use the term "identity" in the sense it is used in current >>> literature. This also leads me to wonder on the distinction >>> between *learning* (which according to Moises is part what the Funds of >>> Knowledge/Identity were designed to address) and *development*. Is >>> analytical categories, is perezhivanie more about development and funds of >>> identity more about learning? Or we have to differentiate them on other >>> grounds? >>> >>> Alfredo >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Adam Poole (16517826) >>> *Sent:* 19 June 2018 04:14 >>> *To:* xmca-l@mailman.ucsd.edu >>> *Subject:* [Xmca-l] Re-situating funds of identity within contemporary >>> interpretations of perezhivanie >>> >>> >>> >>> Thanks to Moises for posting some questions about the article that I >>> would like to respond to. >>> >>> >>> I will first include his summary and interpretation of the paper and >>> then respond to his questions. >>> >>> >>> >>> Interpretation of paper >>> >>> The Poole?s paper invited me to enrich the notion of funds of identity. >>> Grounded in the funds of knowledge approach, the funds of identity >>> concept >>> try to intentionally reinforce the positive backgrounds and experiences >>> of >>> learners to overcome the deficit thinking in education (to sum up: by >>> reducing marginalized school population to a sum of cultural, social, >>> linguistic deficits). However, our experience is not only light. And in >>> the dark funds of knowledge suggested by Zipin, existential funds of >>> identity invite us to capture a more holistic view on people?s >>> experience. >>> In my opinion, deep learning (meaningful, significant learning) is based >>> on the recognition and transformation of learners? identities. This >>> assertion, that would be one of my working hypothesis, assumes three >>> theoretical principles: (1) that human identities are culturally-situated >>> and distributed (geographical funds of identity, cultural funds of >>> identity, institutional funds of identity and so on); (2) that there is a >>> constitutive link between learning and identity (as so many scholars >>> suggested and developed) and (3) that meaning (significant experience) >>> plays an important role as a learning generator. Here in mind, I would >>> like to share three questions or topics that can help us to understand >>> the >>> Adam Poole?s paper, in particular, and further advance our >>> conceptualization on contemporary topics as perezhivanie, in general. >>> >>> >>> Questions >>> >>> >>> 1) Do you think that existential funds of identity should be >>> considered as a type of funds of identity? In other words, should be >>> incorporated into the prior classification into geographical, >>> practical, institutional, cultural and social funds of identity? Or may >>> be should be considered as a ?re-theorization? of funds of identity? >>> >>> >>> This is a question that I have been struggling with for some time. When >>> I initially uncovered existential funds of identity I considered to be more >>> than a type of funds of identity. I couldn't see how it related to the five >>> categories that you proposed, as to me the type of identity being described >>> was more internal or meditative. However, the more I researched into the >>> funds of identity concept and its theoretical underpinnings, the more I >>> came to question this conclusion. Firstly, funds of identity, as I >>> understand it, is predicated upon a synthesis of macro and micro-level >>> approaches to culture - that is, identity is embedded in artefacts and >>> social practices and therefore is distributed in nature. However, to bring >>> in the concept of perezhivanie, individuals construct new identities from >>> the social identities that surround them. In contrast, I initially >>> understood existential funds of identity as largely phenomenological in >>> nature. However, on reflection, I realised that issues to do with identity >>> confusion, relationship problems, etc, are social in nature. >>> >>> >>> So, existential funds of identity should be seen as a complement to >>> funds of identity, rather than a re-theorisation of it. Most significantly, >>> it can be used to show how negative experiences can be drawn on in order to >>> bring about positive pedagogical outcomes. >>> >>> >>> However, I would be interested to know if anyone else thinks that >>> existential funds of identity complements or contradicts the concept >>> developed by Moises. >>> >>> >>> >>> 2) How we could link the concepts of identity and perezhivanie? >>> >>> >>> Good question! For me. identity is an open-ended process that is both >>> personal and social in nature. For this reason, perezhivanie is a really >>> useful concept to bring this relationship into focus. Firstly, it shows how >>> development is the result of the dialectical relationship between the mind >>> and the environment. This relates to identity in a big way, as it >>> suggests that identity is quite fluid: we are different people in >>> different times and across different contexts. Perezhivanie is relevant >>> here as it helps to explain the way individuals relate differentially to >>> their environments. In relation to my teaching, I have found that students >>> do not embody fixed identities that they take with them from class to >>> class, but construct new identities in response to their classes - the >>> teacher, the students, the subject. To draw upon, and extend Thompson and >>> Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do >>> not only bring one school bag with them, but have many different bags from >>> which they draw in the construction, and performance, of their classroom >>> identities. >>> >>> >>> This realisation lead me to question the role of labelling that you >>> often find in staff rooms - this is the 'difficult' student, this is the >>> 'gifted' student, etc. By observing students' behaviour in other classes, I >>> realised that there was something going on between the students and their >>> environments - hence the link between identity and perezhivanie. Rather >>> than engaging with the imposed label (that really says more about our >>> deficit thinking than the students themselves) we should engage with the >>> students' lived experiences of their social world - both positive and >>> negative. >>> >>> >>> 3) One of the aims of funds of identity is to develop an approach >>> to the construct ?identity? that had educational implications. What are >>> the >>> educational/pedagogical implications of the existential funds of >>> identity? >>> >>> >>> This is a bit more of a complicated one! I do agree with your assertion >>> that drawing upon minoritised students' negative or problematic experiences >>> could lead to the reproduction of deficit thinking. However, I do think >>> that if handled ethically, teachers can draw upon both light and dark funds >>> of identity in order to valorise the whole child and their social worlds. >>> So pedagogically, existential funds of identity can help to develop 'thick' >>> stranded relationships between teachers and students. Moreover, it can also >>> bridge the gap between the classroom and home by acknowledging that life >>> and individual experiencing is complex and multi-layered, often involving >>> critical moments that are ambivalent in nature. I have to say that this >>> approach may not be appropriate for younger learners. I had in mind >>> adolescent learners when I developed the idea of existential funds of >>> identity. >>> >>> >>> >>> Cheers, >>> >>> >>> Adam >>> >>> >>> >>> >>> >>> This message and any attachment are intended solely for the addressee >>> and may contain confidential information. If you have received this message >>> in error, please send it back to me, and immediately delete it. Please do >>> not use, copy or disclose the information contained in this message or in >>> any attachment. Any views or opinions expressed by the author of this email >>> do not necessarily reflect the views of The University of Nottingham Ningbo >>> China. This message has been checked for viruses but the contents of an >>> attachment may still contain software viruses which could damage your >>> computer system: you are advised to perform your own checks. Email >>> communications with The University of Nottingham Ningbo China may be >>> monitored as permitted by UK and Chinese legislation. >>> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/652d784d/attachment-0001.html ------------------------------ Message: 6 Date: Thu, 21 Jun 2018 09:58:50 -0400 From: Greg Mcverry Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" I think any discussion of Perezhivaniyaha throughout the development of an avatar must acknowledge the power relationship inherent in being told to draw on fountains of identity. What if the crisis involved is, "Ohh crap my teacher is making me draw and tell about who I am. I don't want to share?" or the cultural implications of asking youth to be "open" about who they are. I see the avatar study more as a study of visual metaphors. Choose a picture that represents you. Though I did like the novel analysis of word clouds. I love to see how we play with these in narrative multimodal analysis. I think the authors could find (though not from this theoretical lens) a lot of parallel work in Art Therapy journals, digital literacies, etc. We presented paper at LRA a few years back for example, (though Katina Zammit our discussant took us to the carpet for not using enough of a semiotic lens to analyze metaphors) where we had people choose a picture about themselves before an a digital literacy professional development and then choose one after. Fun way to find change states over a Likert scale. You so rarely get this response from participants. I have always never liked the idea of development and learning always beginning with crisis. I don't know the literature well enough to argue the point. i just know the concept is wrong in my gut. On Thu, Jun 21, 2018 at 8:59 AM Alfredo Jornet Gil wrote: > ?Okey, now I got it! Thanks Greg. I see now that you need to create a user > and log it to be able to annotate. That seems very promising to adopt as > usual praxis here at xmca when we discuss papers. Many thanks! > > Alfredo > > > > ------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Greg Mcverry > *Sent:* 21 June 2018 14:54 > > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: Re-situating funds of identity within > contemporary interpretations of perezhivanie > Alfredo there are two options: If you use Chrome you can have the > hypothes.is extension installed. > > If you use Firefox: click this link > https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf > > Really stick https://via.hypothes.is/ > > in front of most urls and you can annotate/ I should start using an xmca > tag for the articles I read from listserv > > On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil > wrote: > >> ?Thanks Julie and Greg. >> >> >> Welcome Julie! You made us (or at least me) curious about those remarks >> on the question of "existential" as related to "illumination" rather than >> simply an acknowledgement of the importance of "negative" experiences. I am >> excited to see if the discussion allows for unfolding more of this for us >> to learn a bit more. >> >> >> Greg, can the link that you shared be annotated? When I follow the link, >> it seems to only allow me to download the file, but not annotate it online. >> Or does it? >> >> >> Also, for those who might not have yet got a copy, the article is now >> open access and for the following weeks here: >> >> https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799? >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Greg Mcverry >> *Sent:* 21 June 2018 14:03 >> *To:* eXtended Mind, Culture, Activity >> *Subject:* [Xmca-l] Re: Re-situating funds of identity within >> contemporary interpretations of perezhivanie >> >> So I am annotating the article here before I formulate my response: >> https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf >> >> Some quick thoughts: >> -Allowing students to choose their software created a situation where >> identity was also mediated by technical knowledge., which in itself >> signifies membership and identities within groups. >> -There is a wealth of literature exploring image metaphors and identity. >> This is usually framed from a new literacies perspective and draws on James >> Paul Gee (too much). Every digital story telling study ends with, "Students >> did "identity work" this provided a fresh take on funds of identity. >> -I thought the role of the environment was downplayed here. Being in a >> school setting the motivation for doing identity work is influenced by >> power relationships int he classroom. >> -Interesting how cultural meaning and funds of knowledge (lazy cat) were >> included in the avatar of "lazt cat" >> -I am scared for our youth when the environment of perezhivanie is >> controlled by algorithims. Students do not get to decide how their identity >> is projected. Their social interactions, the friends they see and >> communicate with are now controlled by corporations. We must encourage >> students to own their digital spaces. >> -I am playing with the idea of building critical evaluation by having >> students interact with bias avatars doing bias read alouds of multiple >> sources. >> >> On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil >> wrote: >> >>> ?Thanks for the discussion so far, Moises and Adam. And while Moises (or >>> anyone else) perhaps comes back with a more a more comprehensive reaction, >>> I was just wondering about Mois?s question 2 and what the relation between >>> the categories "identity" and "personality" are, if they can be related at >>> all. In Vygotsky, perezhivanie is explicitly linked to personality. As far >>> as I can recall and without having gone to the texts and check, Vygotsky >>> does not use the term "identity" in the sense it is used in current >>> literature. This also leads me to wonder on the distinction >>> between *learning* (which according to Moises is part what the Funds of >>> Knowledge/Identity were designed to address) and *development*. Is >>> analytical categories, is perezhivanie more about development and funds of >>> identity more about learning? Or we have to differentiate them on other >>> grounds? >>> >>> Alfredo >>> ------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Adam Poole (16517826) >>> *Sent:* 19 June 2018 04:14 >>> *To:* xmca-l@mailman.ucsd.edu >>> *Subject:* [Xmca-l] Re-situating funds of identity within contemporary >>> interpretations of perezhivanie >>> >>> >>> >>> Thanks to Moises for posting some questions about the article that I >>> would like to respond to. >>> >>> >>> I will first include his summary and interpretation of the paper and >>> then respond to his questions. >>> >>> >>> >>> Interpretation of paper >>> >>> The Poole?s paper invited me to enrich the notion of funds of identity. >>> Grounded in the funds of knowledge approach, the funds of identity >>> concept >>> try to intentionally reinforce the positive backgrounds and experiences >>> of >>> learners to overcome the deficit thinking in education (to sum up: by >>> reducing marginalized school population to a sum of cultural, social, >>> linguistic deficits). However, our experience is not only light. And in >>> the dark funds of knowledge suggested by Zipin, existential funds of >>> identity invite us to capture a more holistic view on people?s >>> experience. >>> In my opinion, deep learning (meaningful, significant learning) is based >>> on the recognition and transformation of learners? identities. This >>> assertion, that would be one of my working hypothesis, assumes three >>> theoretical principles: (1) that human identities are culturally-situated >>> and distributed (geographical funds of identity, cultural funds of >>> identity, institutional funds of identity and so on); (2) that there is a >>> constitutive link between learning and identity (as so many scholars >>> suggested and developed) and (3) that meaning (significant experience) >>> plays an important role as a learning generator. Here in mind, I would >>> like to share three questions or topics that can help us to understand >>> the >>> Adam Poole?s paper, in particular, and further advance our >>> conceptualization on contemporary topics as perezhivanie, in general. >>> >>> >>> Questions >>> >>> >>> 1) Do you think that existential funds of identity should be >>> considered as a type of funds of identity? In other words, should be >>> incorporated into the prior classification into geographical, >>> practical, institutional, cultural and social funds of identity? Or may >>> be should be considered as a ?re-theorization? of funds of identity? >>> >>> >>> This is a question that I have been struggling with for some time. When >>> I initially uncovered existential funds of identity I considered to be more >>> than a type of funds of identity. I couldn't see how it related to the five >>> categories that you proposed, as to me the type of identity being described >>> was more internal or meditative. However, the more I researched into the >>> funds of identity concept and its theoretical underpinnings, the more I >>> came to question this conclusion. Firstly, funds of identity, as I >>> understand it, is predicated upon a synthesis of macro and micro-level >>> approaches to culture - that is, identity is embedded in artefacts and >>> social practices and therefore is distributed in nature. However, to bring >>> in the concept of perezhivanie, individuals construct new identities from >>> the social identities that surround them. In contrast, I initially >>> understood existential funds of identity as largely phenomenological in >>> nature. However, on reflection, I realised that issues to do with identity >>> confusion, relationship problems, etc, are social in nature. >>> >>> >>> So, existential funds of identity should be seen as a complement to >>> funds of identity, rather than a re-theorisation of it. Most significantly, >>> it can be used to show how negative experiences can be drawn on in order to >>> bring about positive pedagogical outcomes. >>> >>> >>> However, I would be interested to know if anyone else thinks that >>> existential funds of identity complements or contradicts the concept >>> developed by Moises. >>> >>> >>> >>> 2) How we could link the concepts of identity and perezhivanie? >>> >>> >>> Good question! For me. identity is an open-ended process that is both >>> personal and social in nature. For this reason, perezhivanie is a really >>> useful concept to bring this relationship into focus. Firstly, it shows how >>> development is the result of the dialectical relationship between the mind >>> and the environment. This relates to identity in a big way, as it >>> suggests that identity is quite fluid: we are different people in >>> different times and across different contexts. Perezhivanie is relevant >>> here as it helps to explain the way individuals relate differentially to >>> their environments. In relation to my teaching, I have found that students >>> do not embody fixed identities that they take with them from class to >>> class, but construct new identities in response to their classes - the >>> teacher, the students, the subject. To draw upon, and extend Thompson and >>> Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do >>> not only bring one school bag with them, but have many different bags from >>> which they draw in the construction, and performance, of their classroom >>> identities. >>> >>> >>> This realisation lead me to question the role of labelling that you >>> often find in staff rooms - this is the 'difficult' student, this is the >>> 'gifted' student, etc. By observing students' behaviour in other classes, I >>> realised that there was something going on between the students and their >>> environments - hence the link between identity and perezhivanie. Rather >>> than engaging with the imposed label (that really says more about our >>> deficit thinking than the students themselves) we should engage with the >>> students' lived experiences of their social world - both positive and >>> negative. >>> >>> >>> 3) One of the aims of funds of identity is to develop an approach >>> to the construct ?identity? that had educational implications. What are >>> the >>> educational/pedagogical implications of the existential funds of >>> identity? >>> >>> >>> This is a bit more of a complicated one! I do agree with your assertion >>> that drawing upon minoritised students' negative or problematic experiences >>> could lead to the reproduction of deficit thinking. However, I do think >>> that if handled ethically, teachers can draw upon both light and dark funds >>> of identity in order to valorise the whole child and their social worlds. >>> So pedagogically, existential funds of identity can help to develop 'thick' >>> stranded relationships between teachers and students. Moreover, it can also >>> bridge the gap between the classroom and home by acknowledging that life >>> and individual experiencing is complex and multi-layered, often involving >>> critical moments that are ambivalent in nature. I have to say that this >>> approach may not be appropriate for younger learners. I had in mind >>> adolescent learners when I developed the idea of existential funds of >>> identity. >>> >>> >>> >>> Cheers, >>> >>> >>> Adam >>> >>> >>> >>> >>> >>> This message and any attachment are intended solely for the addressee >>> and may contain confidential information. If you have received this message >>> in error, please send it back to me, and immediately delete it. Please do >>> not use, copy or disclose the information contained in this message or in >>> any attachment. Any views or opinions expressed by the author of this email >>> do not necessarily reflect the views of The University of Nottingham Ningbo >>> China. This message has been checked for viruses but the contents of an >>> attachment may still contain software viruses which could damage your >>> computer system: you are advised to perform your own checks. Email >>> communications with The University of Nottingham Ningbo China may be >>> monitored as permitted by UK and Chinese legislation. >>> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/e3761dff/attachment-0001.html ------------------------------ Message: 7 Date: Thu, 21 Jun 2018 10:21:40 -0400 From: Greg Mcverry Subject: [Xmca-l] Annotations and XMCA To: "eXtended Mind, Culture, Activity" , Alfredo Jornet Gil Message-ID: Content-Type: text/plain; charset="utf-8" Alfredo, I moved the discussion off of the other thread (though I am perpelexed by the Perezhivaniyaha and influence of power in being told by educators to reflect on one's funds of identity*) *to think about annotations. I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group. Yet you are right. Hypothes.is it is still a place I must create an account. It would be really cool to annotate, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it. I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny. In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls "ethical tech " that would pass Stommel's test for Ethical online learning Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning? When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use. I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance. The funds of knowledge and funds of identity outside of formal learning environments This is what scares me more than anything in child development right now. "personality and knowledge are now actively constructed" (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions. The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research. Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What's App, Instagram, Occulus). This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank? We need to discuss with children that all the research shows notifications and social media often make more people sad than happy. Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web. To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning. Thus I believe as educators we have a responsibility to our students and their avatars. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/0909b9b3/attachment-0001.html ------------------------------ Message: 8 Date: Thu, 21 Jun 2018 10:43:45 -0400 From: Greg Mcverry Subject: [Xmca-l] Re: Annotations and XMCA To: "eXtended Mind, Culture, Activity" , Alfredo Jornet Gil Message-ID: Content-Type: text/plain; charset="utf-8" And I mix up my article and plural forms at the intersection of growing knowledge and the mistake of cutting and pasting as a synthesis tool to avoid the cognitive load of Russian spelling....hmmmmm On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry wrote: > Alfredo, > > I moved the discussion off of the other thread (though I am perpelexed by > the Perezhivaniyaha and influence of power in being told by educators to > reflect on one's funds of identity*) *to think about annotations. > > I wanted you to know they are automatically given a Public Domain License. > If there was interest and people do want to maintain rights to their > content we could do a private XMCA group. > > Yet you are right. Hypothes.is it is still a place I must create an > account. It would be really cool to annotate, or at least syndicate > annotations back to my blog. I try to include a feed to all my annotations > as an iframe but as soon as I make a public annotation I no longer own it. > > I am okay with this. Many on the listserv may not be. I am cool with that > too. Your data. Your destiny. > > In terms of my annotations I figure I am paid by taxpayers thus my mental > work on the state dime belongs in the open. I also believe in the team > behind the project as creating what Anil Dash calls "ethical tech > " > that would pass Stommel's test for Ethical online learning > > > Yet now what happens when learning and reading itself become performative? > Or the act of note taking used as a measure of learning? > > When I annotate with students I never force them to give up rights to > their work or publish openly. In fact I still allow print and paper > annotation because I feel like I do not have a right to dictate what kind > of external storage device to use. > > I firmly believe students should own their data. Too often the > perezhivanie surrounding online learning strips students of power. Rights > to the content gone and often materials inaccessible as soon as class > finishes. It can get worse and soon universities are drawing correlations > between meal points spent and student performance. > > The funds of knowledge and funds of identity outside of formal learning > environments > > This is what scares me more than anything in child development right now. > "personality and knowledge are now actively constructed" (Blunden, p. 2) > in environments that are simultaneously designed to take advantage of brain > chemistry while controlling the flow of social peer interactions. > > The Funds of Identity children draw upon are algorithmically determined by > corporate interest, mob mentality and millions of dollars into never > published brain, computer, and human interaction research. > > Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. > > I believe we need frank conversations about our avatars as they are just > networked funds in the centralized bank of facebook (as in Facebook, What's > App, Instagram, Occulus). > > This is why I believe we need to teach our children early on about carving > out their own corner of the web. What is the point of being able to draw on > funds of identity if somebody else owns the bank? > > We need to discuss with children that all the research shows notifications > and social media often make more people sad than happy. > > Most importantly, and a lesson I too often ignore, we need to model good > digital hygiene. Remove most if not all notifications from your phone. Be > picky about social media apps.Get your own website. Syndicate from your > place out on to the web. > > To circle back to the article that is the tough part of perezhivaniyaha in > school is it is a place where funds of identity are developed yet the > processing of social experiences occurs through rapid APIs and machine > learning. > > Thus I believe as educators we have a responsibility to our students and > their avatars. > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/407814c6/attachment-0001.html ------------------------------ Message: 9 Date: Thu, 21 Jun 2018 20:25:51 +0000 From: Peter Smagorinsky Subject: [Xmca-l] Re: FW: Fyi To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" I also do some admittedly speculative dot-connecting on Vygotsky?s Jewish heritage in this article, but I later read Van der Veer?s better informed account, and the two jibe well. (I forget which RVdV, there?s a lot). Smagorinsky, P. (2012). Vygotsky, "defectology," and the inclusion of people of difference in the broader cultural stream. Journal of Language and Literacy Education [Online], 8(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/05/Vygotsky-and-Defectology.pdf From: xmca-l-bounces@mailman.ucsd.edu On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 9:13 PM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Fyi Many thanks, David and Peter! On Wed, Jun 20, 2018 at 2:23 PM, Peter Smagorinsky > wrote: Attached. p From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David H Kirshner Sent: Wednesday, June 20, 2018 7:19 PM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Here?s another reference from Bella and Theodore: Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his time: Jewish influences on Lev Semionovich Vygotsky?s world view. History of Psychology, 11(1), 15-39. David From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 10:22 AM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky > wrote: Another interesting paper by Rene and colleague on LSV's Jewish heritage, something I've been fascinated by for several years (my grandparents were Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad had 2 brothers born there, he and a brother were born in New York). -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/968d2e06/attachment-0001.html ------------------------------ Message: 10 Date: Thu, 21 Jun 2018 21:41:48 +0000 From: Alfredo Jornet Gil Subject: [Xmca-l] Re: Annotations and XMCA To: Greg Mcverry , "eXtended Mind, Culture, Activity" Message-ID: <1529617308539.74857@iped.uio.no> Content-Type: text/plain; charset="utf-8" ?Interesting connection with the article through the digital side. Digital Funds of Identity! (if the term has not in fact been used yet). I am going to ?do a bit of re-tweet and of "like" gesture copying one of your statements, which I found quite revealing: "What is the point of being able to draw on funds of identity if somebody else owns the bank?" You just made me realise that xmca may be one such little carved place in the web as the ones you are hoping children will learn to create. Thanks for contributing to it, and thanks for the online annotation links. Alfredo ________________________________ From: Greg Mcverry Sent: 21 June 2018 16:43 To: eXtended Mind, Culture, Activity; Alfredo Jornet Gil Subject: Re: Annotations and XMCA And I mix up my article and plural forms at the intersection of growing knowledge and the mistake of cutting and pasting as a synthesis tool to avoid the cognitive load of Russian spelling....hmmmmm On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > wrote: Alfredo, I moved the discussion off of the other thread (though I am perpelexed by the Perezhivaniyaha and influence of power in being told by educators to reflect on one's funds of identity) to think about annotations. I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group. Yet you are right. Hypothes.is it is still a place I must create an account. It would be really cool to annotate, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it. I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny. In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls "ethical tech" that would pass Stommel's test for Ethical online learning Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning? When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use. I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance. The funds of knowledge and funds of identity outside of formal learning environments This is what scares me more than anything in child development right now. "personality and knowledge are now actively constructed" (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions. The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research. Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What's App, Instagram, Occulus). This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank? We need to discuss with children that all the research shows notifications and social media often make more people sad than happy. Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web. To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning. Thus I believe as educators we have a responsibility to our students and their avatars. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/b51a9d4f/attachment-0001.html ------------------------------ Message: 11 Date: Thu, 21 Jun 2018 21:57:08 +0000 From: Julian Williams Subject: [Xmca-l] Re: 'funds' of knowledge and identity To: "eXtended Mind, Culture, Activity" , Greg Mcverry Message-ID: <3A24E753-5DE5-4B55-8C1E-D53EBB6DB5C0@manchester.ac.uk> Content-Type: text/plain; charset="utf-8" Alfredo/all Indeed ? whose funds, and whose banks? The key term here is capital (economic or cultural) .. that is the potential by its possessors to oppress those who lack it. I think we should be critical of ?funds? of knowledge and identity and point out that funds might be ?capital? and not just resources for oppressed peoples to challenge their oppressors. In my critique, I point to the way such funds can actually provide resources for schooling to serve their function as reproducing and alienating learners? What I liked about the paper (I think we are discussing on the dark side of funds of identity?) was that it seemed (see our MCA editorial) to offer an alternative view of ?funds?? , that oppressed people might have developed ?experiential? resources (not capital) that schools would not necessarily normally recognise but that might actually challenge schools in their class reproductive functions. Julian From: on behalf of Alfredo Gil Reply-To: "eXtended Mind, Culture, Activity" Date: Thursday, 21 June 2018 at 22:43 To: Greg Mcverry , "eXtended Mind, Culture, Activity" Subject: [Xmca-l] Re: Annotations and XMCA ?Interesting connection with the article through the digital side. Digital Funds of Identity! (if the term has not in fact been used yet). I am going to ?do a bit of re-tweet and of "like" gesture copying one of your statements, which I found quite revealing: "What is the point of being able to draw on funds of identity if somebody else owns the bank?" You just made me realise that xmca may be one such little carved place in the web as the ones you are hoping children will learn to create. Thanks for contributing to it, and thanks for the online annotation links. Alfredo ________________________________ From: Greg Mcverry Sent: 21 June 2018 16:43 To: eXtended Mind, Culture, Activity; Alfredo Jornet Gil Subject: Re: Annotations and XMCA And I mix up my article and plural forms at the intersection of growing knowledge and the mistake of cutting and pasting as a synthesis tool to avoid the cognitive load of Russian spelling....hmmmmm On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > wrote: Alfredo, I moved the discussion off of the other thread (though I am perpelexed by the Perezhivaniyaha and influence of power in being told by educators to reflect on one's funds of identity) to think about annotations. I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group. Yet you are right. Hypothes.is it is still a place I must create an account. It would be really cool to annotate, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it. I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny. In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls "ethical tech" that would pass Stommel's test for Ethical online learning Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning? When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use. I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance. The funds of knowledge and funds of identity outside of formal learning environments This is what scares me more than anything in child development right now. "personality and knowledge are now actively constructed" (Blunden, p. 2) in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions. The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research. Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What's App, Instagram, Occulus). This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank? We need to discuss with children that all the research shows notifications and social media often make more people sad than happy. Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web. To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning. Thus I believe as educators we have a responsibility to our students and their avatars. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/04ec153b/attachment-0001.html ------------------------------ Message: 12 Date: Thu, 21 Jun 2018 16:07:00 -0700 From: mike cole Subject: [Xmca-l] Re: FW: Fyi To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" That is a pretty small gene pool there in Gomel, Peter. You should go on Ancestry to see check out the Jewish population at the time, Peter. Maybe you and LSV come from the same extended family! In fact, quite seriously an historical study of the families of the LSV generation and Davydov/Zinchenko/Ilyenkov/Akhutina... generation would be of real interest. We are reading *The Government House* here at home; that building was located only a few blocks the Luria household, very close to the Kremlin. The name Luria shows up in the book. I am finding it very enlightening about the social historical context of the first generation of cultural-historical, non-classical, psychology. We are living in a very different world. But eerily the same as the year I was born. mike On Thu, Jun 21, 2018 at 1:25 PM, Peter Smagorinsky wrote: > I also do some admittedly speculative dot-connecting on Vygotsky?s Jewish > heritage in this article, but I later read Van der Veer?s better informed > account, and the two jibe well. (I forget which RVdV, there?s a lot). > > > > Smagorinsky, P. (2012). Vygotsky, "defectology," and the inclusion of > people of difference in the broader cultural stream. *Journal of Language > and Literacy Education* [Online], *8*(1), 1-25. Available at > http://jolle.coe.uga.edu/wp-content/uploads/2012/05/ > Vygotsky-and-Defectology.pdf > > > > > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David Preiss > *Sent:* Wednesday, June 20, 2018 9:13 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Many thanks, David and Peter! > > > > On Wed, Jun 20, 2018 at 2:23 PM, Peter Smagorinsky wrote: > > > > Attached. p > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David H Kirshner > *Sent:* Wednesday, June 20, 2018 7:19 PM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Here?s another reference from Bella and Theodore: > > > > Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his > time: Jewish influences on Lev Semionovich Vygotsky?s world view. *History > of Psychology, 11*(1), 15-39. > > > > David > > > > *From:* xmca-l-bounces@mailman.ucsd.edu *On > Behalf Of *David Preiss > *Sent:* Wednesday, June 20, 2018 10:22 AM > *To:* eXtended Mind, Culture, Activity > *Subject:* [Xmca-l] Re: FW: Fyi > > > > Many thanks for sharing this, Peter. I have always been curious about LSV > jewish heritage and did not know of many sources available. (My father was > born in Russia and his parent are Jews from Poland and Austria, holocaust > survivors...) > > > > On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky wrote: > > Another interesting paper by Rene and colleague on LSV's Jewish heritage, > something I've been fascinated by for several years (my grandparents were > Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad > had 2 brothers born there, he and a brother were born in New York). > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180621/f0e57e02/attachment-0001.html ------------------------------ Message: 13 Date: Fri, 22 Jun 2018 00:21:06 +0100 From: Huw Lloyd Subject: [Xmca-l] Re: 'funds' of knowledge and identity To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" A few things that may be worth distinguishing: i) The paper/topic is not about identity but rather identification. ii) An overcoming entails a reorganisation. In such circumstances it isn't a bank of riches, it a more richly organised psyche. iii) Experience without intention is not a meaningful unity. This is absent in at least one of Bozhovich's (translated) papers on SSD and I suspect this is carried over into work on Perezhivanie. Hope that helps, Huw. On 21 June 2018 at 22:57, Julian Williams wrote: > Alfredo/all > > > > Indeed ? whose funds, and whose banks? The key term here is capital > (economic or cultural) .. that is the potential by its possessors to > oppress those who lack it. > > > > I think we should be critical of ?funds? of knowledge and identity and > point out that funds might be ?capital? and not just resources for > oppressed peoples to challenge their oppressors. > > > > In my critique, I point to the way such funds can actually provide > resources for schooling to serve their function as reproducing and > alienating learners? > > > > What I liked about the paper (I think we are discussing on the dark side > of funds of identity?) was that it seemed (see our MCA editorial) to offer > an alternative view of ?funds?? , that oppressed people might have > developed ?experiential? resources (not capital) that schools would not > necessarily normally recognise but that might actually challenge schools in > their class reproductive functions. > > > > Julian > > > > *From: * on behalf of Alfredo Gil < > a.j.gil@iped.uio.no> > *Reply-To: *"eXtended Mind, Culture, Activity" > *Date: *Thursday, 21 June 2018 at 22:43 > *To: *Greg Mcverry , "eXtended Mind, Culture, > Activity" > *Subject: *[Xmca-l] Re: Annotations and XMCA > > > > ?Interesting connection with the article through the digital side. Digital > Funds of Identity! (if the term has not in fact been used yet). I am > going to ?do a bit of re-tweet and of "like" gesture copying one of your > statements, which I found quite revealing: > > > > "What is the point of being able to draw on funds of identity if somebody > else owns the bank?" > > > > You just made me realise that xmca may be one such little carved place in > the web as the ones you are hoping children will learn to create. Thanks > for contributing to it, and thanks for the online annotation links. > > > Alfredo > > > > > ------------------------------ > > *From:* Greg Mcverry > *Sent:* 21 June 2018 16:43 > *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil > *Subject:* Re: Annotations and XMCA > > > > And I mix up my article and plural forms at the intersection of growing > knowledge and the mistake of cutting and pasting as a synthesis tool to > avoid the cognitive load of Russian spelling....hmmmmm > > > > On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > wrote: > > Alfredo, > > > > I moved the discussion off of the other thread (though I am perpelexed by > the Perezhivaniyaha and influence of power in being told by educators to > reflect on one's funds of identity*) *to think about annotations. > > > > I wanted you to know they are automatically given a Public Domain License. > If there was interest and people do want to maintain rights to their > content we could do a private XMCA group. > > > > Yet you are right. Hypothes.is it is still a place I must create an > account. It would be really cool to annotate, or at least syndicate > annotations back to my blog. I try to include a feed to all my annotations > as an iframe but as soon as I make a public annotation I no longer own it. > > > > I am okay with this. Many on the listserv may not be. I am cool with that > too. Your data. Your destiny. > > > > In terms of my annotations I figure I am paid by taxpayers thus my mental > work on the state dime belongs in the open. I also believe in the team > behind the project as creating what Anil Dash calls "ethical tech > " > that would pass Stommel's test for Ethical online learning > > > > > Yet now what happens when learning and reading itself become performative? > Or the act of note taking used as a measure of learning? > > > > When I annotate with students I never force them to give up rights to > their work or publish openly. In fact I still allow print and paper > annotation because I feel like I do not have a right to dictate what kind > of external storage device to use. > > > > I firmly believe students should own their data. Too often the > perezhivanie surrounding online learning strips students of power. Rights > to the content gone and often materials inaccessible as soon as class > finishes. It can get worse and soon universities are drawing correlations > between meal points spent and student performance. > > > > The funds of knowledge and funds of identity outside of formal learning > environments > > > > This is what scares me more than anything in child development right now. > "personality and knowledge are now actively constructed" (Blunden, p. 2) > in environments that are simultaneously designed to take advantage of brain > chemistry while controlling the flow of social peer interactions. > > > > The Funds of Identity children draw upon are algorithmically determined by > corporate interest, mob mentality and millions of dollars into never > published brain, computer, and human interaction research. > > > > Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy. > > > > I believe we need frank conversations about our avatars as they are just > networked funds in the centralized bank of facebook (as in Facebook, What's > App, Instagram, Occulus). > > > > This is why I believe we need to teach our children early on about carving > out their own corner of the web. What is the point of being able to draw on > funds of identity if somebody else owns the bank? > > > > We need to discuss with children that all the research shows notifications > and social media often make more people sad than happy. > > > > Most importantly, and a lesson I too often ignore, we need to model good > digital hygiene. Remove most if not all notifications from your phone. Be > picky about social media apps.Get your own website. Syndicate from your > place out on to the web. > > > > To circle back to the article that is the tough part of perezhivaniyaha in > school is it is a place where funds of identity are developed yet the > processing of social experiences occurs through rapid APIs and machine > learning. > > > > Thus I believe as educators we have a responsibility to our students and > their avatars. > > > > > > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180622/73061934/attachment-0001.html ------------------------------ Message: 14 Date: Fri, 22 Jun 2018 03:49:05 +0000 From: Peter Smagorinsky Subject: [Xmca-l] Re: FW: Fyi To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks Mike, I?d love to claim a connection in blood, but it?s hard to say. My grandparents left with what they could carry and only memories of a few old relatives helped me piece together a sketchy genealogy awhile back. The best I could come up with was my father?s grandparents; nobody could trace anything deeper or wider than that. Jacob Azaroff b.Gomel, Byelorussia m.Rose Rosen b.Gomel, Byelorussia, d.US Salman Smagorinsky married his cousin Rachel Smagorinsky + And Smagorinsky is probably an Ellis Island corruption; I?ve come across people with slightly different spellings, likely related. The original family home was Smorgonie, which I looked up long ago to find the following, only for those with time on their hands: The Smagorinsky family presumably originated in the town of Smorgonie (also Smorgon, Smorgonie, Smargon) in Byelorussia. It is a very small town (1931 population: 4,090; 1959 population: 6,500) about 40 miles southeast of Vilnius, the capital of Lithuania; it lies between Vilnius and Minsk. It is in the central Molodechno oblast near the Viliya River in the Wilno District in Oszmiana County. In the Sixteenth Century it was owned by the wealthy Lithuanian Despot Zenowicz, and was later the private town of Prince Radziwill's family. It is now an agricultural processing center, producing linen, wool, hides and hops. The dairy industry and sawmilling and brick manufacturing are the other primary industries. The town still has the ruins of a 16th century church. Smorgonie passed from Poland to Russia in 1793, was reverted to Poland in 1921, and was finally ceded to the USSR in 1945. It was occasionally used as a stopping place for troops passing between Russia and Poland, and during World War I, just after the Smagorinskys had emigrated to America, heavy struggles took place in the vicinity between Russian and German troops. Smorgonie is typical of cities in West European USSR. The population before the time of Hitler was nearly half Jewish. Though obscure, it has its place in history: On December 5, 1812, Napoleon, while retreating from Moscow, stopped in Smorgonie to dispatch a bulletin to Paris reporting on his success in Moscow but ultimate submission to the bitter Russian elements. He meant to reassure his fellow French that he was indeed alive and well, and in control of the French government, just as others at home were plotting to depose him. That evening, to stop the insurrection at home, he left his army in Smorgonie under the authority of King Murat and went to Paris. Commoners in the town baked famous cakes and biscuits which were sold at fairs and bakeries. These came to be known throughout eastern Europe as "smorgoni." Smorgonie is also famous for its dancing chickens and trained bears. In the small provincial towns of eastern Europe, a major source of entertainment is the traveling circuses. One of their featured attractions was dancing chickens, all of which were trained in Smorgonie. The chickens were trained by putting them in a confining cage, placing the cage on a hot stove, and playing a lively tune with whatever instrument was handy. Conditioned thusly, they would hop and dance about in the circuses when cued by the playing of an appropriate tune. Smorgonians also grew and tamed bears which they featured in shows as they toured all of Europe. Hence the famous sayings, according to a Polish encyclopedia, "Smorgonian academy," "Smorgonian Academician" (for a graduate), "Smorgonian rascal," and other such appellations. The Smagorinsky family originated in Smorgonie, but moved to other parts of Byelorussia. The cities they settled in were Minsk and Gomel. From: xmca-l-bounces@mailman.ucsd.edu On Behalf Of mike cole Sent: Friday, June 22, 2018 12:07 AM To: eXtended Mind, Culture, Activity Subject: [Xmca-l] Re: FW: Fyi That is a pretty small gene pool there in Gomel, Peter. You should go on Ancestry to see check out the Jewish population at the time, Peter. Maybe you and LSV come from the same extended family! In fact, quite seriously an historical study of the families of the LSV generation and Davydov/Zinchenko/Ilyenkov/Akhutina... generation would be of real interest. We are reading The Government House here at home; that building was located only a few blocks the Luria household, very close to the Kremlin. The name Luria shows up in the book. I am finding it very enlightening about the social historical context of the first generation of cultural-historical, non-classical, psychology. We are living in a very different world. But eerily the same as the year I was born. mike On Thu, Jun 21, 2018 at 1:25 PM, Peter Smagorinsky > wrote: I also do some admittedly speculative dot-connecting on Vygotsky?s Jewish heritage in this article, but I later read Van der Veer?s better informed account, and the two jibe well. (I forget which RVdV, there?s a lot). Smagorinsky, P. (2012). Vygotsky, "defectology," and the inclusion of people of difference in the broader cultural stream. Journal of Language and Literacy Education [Online], 8(1), 1-25. Available at http://jolle.coe.uga.edu/wp-content/uploads/2012/05/Vygotsky-and-Defectology.pdf From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 9:13 PM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Many thanks, David and Peter! On Wed, Jun 20, 2018 at 2:23 PM, Peter Smagorinsky > wrote: Attached. p From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David H Kirshner Sent: Wednesday, June 20, 2018 7:19 PM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Here?s another reference from Bella and Theodore: Kotik-Friedgut, B., & Friedgut, T. H. (2008). A man of his country and his time: Jewish influences on Lev Semionovich Vygotsky?s world view. History of Psychology, 11(1), 15-39. David From: xmca-l-bounces@mailman.ucsd.edu > On Behalf Of David Preiss Sent: Wednesday, June 20, 2018 10:22 AM To: eXtended Mind, Culture, Activity > Subject: [Xmca-l] Re: FW: Fyi Many thanks for sharing this, Peter. I have always been curious about LSV jewish heritage and did not know of many sources available. (My father was born in Russia and his parent are Jews from Poland and Austria, holocaust survivors...) On Sun, Apr 15, 2018 at 12:41 PM, Peter Smagorinsky > wrote: Another interesting paper by Rene and colleague on LSV's Jewish heritage, something I've been fascinated by for several years (my grandparents were Jews from Gomel, came to the US in 1913 and 1916 to escape pogroms; my dad had 2 brothers born there, he and a brother were born in New York). -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180622/ca02ad13/attachment-0001.html ------------------------------ Message: 15 Date: Tue, 26 Jun 2018 10:46:26 +0200 (CEST) From: "MOISES ESTEBAN-GUITART" Subject: [Xmca-l] Re: 'funds' of knowledge and identity To: "eXtended Mind, Culture, Activity" Message-ID: <50481.84.88.152.81.1530002786.squirrel@montseny.udg.edu> Content-Type: text/plain;charset=iso-8859-1 Some thoughts about some of the interesting ideas suggested thanks to Adam Poole?s paper and participants in this virtual discussion: - Regarding ?funds? and ?capital?, I would not agree if ?capital? means that rich people have cultural, linguistic and social capital and poor people have not. All families have lived experiences and sociocultural practices regardless their linguistic, ethnic, economic condition. Indeed, the funds of knowledge approach was aimed at countering what was described as deficit thinking in education; i.e. the idea that low school performance among underrepresented students was caused by underlying linguistic, economic and cultural limitations instead of political reasons such as power relationships and so on. Hence, in order to challenge the deficit thinking prevalent in education and the racist policies that misunderstand the inherent complexities of migrant people, it was argued that the households of students of Mexican origin living in Tucson did, in fact, have at their disposal a wide variety of skills, knowledge and competencies forged in their working lives and community history (Moll, Amanti, Neff, & Gonz?lez, 1992). However, these intellectual and educational resources were essentially invisible in school practice and curricular structure due to asymmetric power relationships (Rodriguez, 2013). Therefore, school performance could be improved by having teachers visit the families of some of their students, identify their skills and knowledge and incorporate them into educational practice. The idea involves an educational policy and concept which, by recognizing and legitimizing the lifestyles involved in the cultural practices of the students? families, is expected to create relationships of ?confianza? (mutual trust) between teachers and families in order to: (a) build bridges of cooperation that can diminish the prejudices and stereotypes between the two contexts of activity (Gonzalez & Moll, 2002) and (b) link school curricula and educational practice to the lifestyles of students (McIntyre, Rosebery, & Gonz?lez, 2001). However, it seems to me is fruitfully examine how these theoretical frameworks (funds and capital) can complement each other when attempting to understand educational opportunity for under-represented students. A challenge done by Rios-Aguilar, Kiyama, Gravitt & Moll (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education. - I agree that ?identification? would be a best choice than ?identity? because identity reinforces a static and too homogeny view on person. Rather, people identities are culturally sensitive phenomena, distributed and situated. In that sense, to me the identity artefacts such as Avatars have epistemic values. To me ?identity? is in people as well as things. This implies that identity is tangible and embedded. In that sense, identity is both product and process. The funds of identity are (re)constructed through the identity artefact used such as Avatar in a particular cultural practice. In other words, Avatar, as a medium and mediator, facilities acts of identification, but it also changes it: distorts it, arguments it, transforms it depending the audience, the purpose-intentionality, the practice, the context. It can be connected with the discussion on catharsis and transformation. - On ?digital funds of identity?. I definitely think we need a reconceptualization on funds of knowledge and identity 2.0. I?m not sure if we should talk about ?digital funds of? or ?funds of digital identity?? In any case, Adam Poole wrote interesting papers on it. For example Poole (2017). Funds of Knowledge 2.0: Towards digital Funds of Identity. Learning, Culture and Social Interaction. In an educational and practical way, I think we should take into account some developments such as connected learning approach (Mimi Ito, Bill Penuel, and so on) and participatory culture (Jenkins) as a cultural practices and consequences of our devices and digital artefacts. Indeed, as Ratner likes to say, ?We are the product of the products we produce?. m > A few things that may be worth distinguishing: > > i) The paper/topic is not about identity but rather identification. > > ii) An overcoming entails a reorganisation. In such circumstances it isn't > a bank of riches, it a more richly organised psyche. > > iii) Experience without intention is not a meaningful unity. This is > absent > in at least one of Bozhovich's (translated) papers on SSD and I suspect > this is carried over into work on Perezhivanie. > > Hope that helps, > Huw. > > On 21 June 2018 at 22:57, Julian Williams > > wrote: > >> Alfredo/all >> >> >> >> Indeed ??? whose funds, and whose banks? The key term here is capital >> (economic or cultural) .. that is the potential by its possessors to >> oppress those who lack it. >> >> >> >> I think we should be critical of ???funds??? of knowledge and identity >> and >> point out that funds might be ???capital??? and not just resources for >> oppressed peoples to challenge their oppressors. >> >> >> >> In my critique, I point to the way such funds can actually provide >> resources for schooling to serve their function as reproducing and >> alienating learners??? >> >> >> >> What I liked about the paper (I think we are discussing on the dark side >> of funds of identity?) was that it seemed (see our MCA editorial) to >> offer >> an alternative view of ???funds?????? , that oppressed people might have >> developed ???experiential??? resources (not capital) that schools would >> not >> necessarily normally recognise but that might actually challenge schools >> in >> their class reproductive functions. >> >> >> >> Julian >> >> >> >> *From: * on behalf of Alfredo Gil < >> a.j.gil@iped.uio.no> >> *Reply-To: *"eXtended Mind, Culture, Activity" >> *Date: *Thursday, 21 June 2018 at 22:43 >> *To: *Greg Mcverry , "eXtended Mind, Culture, >> Activity" >> *Subject: *[Xmca-l] Re: Annotations and XMCA >> >> >> >> ???Interesting connection with the article through the digital side. >> Digital >> Funds of Identity! (if the term has not in fact been used yet). I am >> going to ???do a bit of re-tweet and of "like" gesture copying one of >> your >> statements, which I found quite revealing: >> >> >> >> "What is the point of being able to draw on funds of identity if >> somebody >> else owns the bank?" >> >> >> >> You just made me realise that xmca may be one such little carved place >> in >> the web as the ones you are hoping children will learn to create. Thanks >> for contributing to it, and thanks for the online annotation links. >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> >> *From:* Greg Mcverry >> *Sent:* 21 June 2018 16:43 >> *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil >> *Subject:* Re: Annotations and XMCA >> >> >> >> And I mix up my article and plural forms at the intersection of growing >> knowledge and the mistake of cutting and pasting as a synthesis tool to >> avoid the cognitive load of Russian spelling....hmmmmm >> >> >> >> On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry >> wrote: >> >> Alfredo, >> >> >> >> I moved the discussion off of the other thread (though I am perpelexed >> by >> the Perezhivaniyaha and influence of power in being told by educators >> to >> reflect on one's funds of identity*) *to think about annotations. >> >> >> >> I wanted you to know they are automatically given a Public Domain >> License. >> If there was interest and people do want to maintain rights to their >> content we could do a private XMCA group. >> >> >> >> Yet you are right. Hypothes.is it is still a place I must create an >> account. It would be really cool to annotate, or at least syndicate >> annotations back to my blog. I try to include a feed to all my >> annotations >> as an iframe but as soon as I make a public annotation I no longer own >> it. >> >> >> >> I am okay with this. Many on the listserv may not be. I am cool with >> that >> too. Your data. Your destiny. >> >> >> >> In terms of my annotations I figure I am paid by taxpayers thus my >> mental >> work on the state dime belongs in the open. I also believe in the team >> behind the project as creating what Anil Dash calls "ethical tech >> " >> that would pass Stommel's test for Ethical online learning >> >> >> >> >> Yet now what happens when learning and reading itself become >> performative? >> Or the act of note taking used as a measure of learning? >> >> >> >> When I annotate with students I never force them to give up rights to >> their work or publish openly. In fact I still allow print and paper >> annotation because I feel like I do not have a right to dictate what >> kind >> of external storage device to use. >> >> >> >> I firmly believe students should own their data. Too often the >> perezhivanie surrounding online learning strips students of power. >> Rights >> to the content gone and often materials inaccessible as soon as class >> finishes. It can get worse and soon universities are drawing >> correlations >> between meal points spent and student performance. >> >> >> >> The funds of knowledge and funds of identity outside of formal learning >> environments >> >> >> >> This is what scares me more than anything in child development right >> now. >> "personality and knowledge are now actively constructed" (Blunden, p. 2) >> in environments that are simultaneously designed to take advantage of >> brain >> chemistry while controlling the flow of social peer interactions. >> >> >> >> The Funds of Identity children draw upon are algorithmically determined >> by >> corporate interest, mob mentality and millions of dollars into never >> published brain, computer, and human interaction research. >> >> >> >> Who you talk to? Facebook feed. Chasing likes and clicks? Instagram >> envy. >> >> >> >> I believe we need frank conversations about our avatars as they are just >> networked funds in the centralized bank of facebook (as in Facebook, >> What's >> App, Instagram, Occulus). >> >> >> >> This is why I believe we need to teach our children early on about >> carving >> out their own corner of the web. What is the point of being able to draw >> on >> funds of identity if somebody else owns the bank? >> >> >> >> We need to discuss with children that all the research shows >> notifications >> and social media often make more people sad than happy. >> >> >> >> Most importantly, and a lesson I too often ignore, we need to model good >> digital hygiene. Remove most if not all notifications from your phone. >> Be >> picky about social media apps.Get your own website. Syndicate from your >> place out on to the web. >> >> >> >> To circle back to the article that is the tough part of perezhivaniyaha >> in >> school is it is a place where funds of identity are developed yet the >> processing of social experiences occurs through rapid APIs and machine >> learning. >> >> >> >> Thus I believe as educators we have a responsibility to our students and >> their avatars. >> >> >> >> >> >> >> >> >> >> > -- Mois?s Esteban Guitart Dpt de psicologia Institut de Recerca Educativa Facultat d'Educaci? i Psicologia Universitat de Girona http://mipe.psyed.edu.es/ca/ http://psicologia.udg.edu/PTCEDH/presentation.asp https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en ------------------------------ Message: 16 Date: Tue, 26 Jun 2018 11:22:15 +0000 From: Julian Williams Subject: [Xmca-l] Re: 'funds' of knowledge and identity To: "moises.esteban@udg.edu" , "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Moises You articulate many of the reasons why the FoK approach is attractive, but there is a strong case for teasing out the way that capital operates and how that is refracted in education, if you take the view that schools serve capital in preparing a largely stratified and compliant labour pool. As Bourdieu and Passeron have argued, schools recognise cultural capital and fail to recognise the 'funds' you speak about... and often as not when teachers reach out to communities what they find is what the schools want and what the middle classes already have ... cultural capital (they ran a small business, have high aspirations and go to school ready to compete/compliant), and not those 'funds' that the majority of the poor and oppressed in general have (eg at least potentially collective solidarity, knowing how to live poor, coping without compliance, ... and maybe the capacity of the oppressed to organise themselves collectively into power?). Deficit mentality: I agree but - what the poor and oppressed classes typically lack is capital, precisely in various forms that give power of those that have over those that don?t have it. The question is how to deal with that, and the first step is to recognise that this is so (e.g. by opposing the discrimination of opportunities using examinations and assessment that concentrate opportunity in the hands of those who already have succeeded, etc etc). Julian Ps I wrote more about this in DOI: 10.1007/s10649-015-9659-2 https://www.research.manchester.ac.uk/portal/en/publications/alienation-in-mathematics-education-critique-and-development-of-neovygotskian-perspectives(fe32b65e-ad61-4a93-8139-79ed692f1fce).html ?On 26/06/2018, 09:48, "xmca-l-bounces@mailman.ucsd.edu on behalf of MOISES ESTEBAN-GUITART" wrote: Some thoughts about some of the interesting ideas suggested thanks to Adam Poole?s paper and participants in this virtual discussion: - Regarding ?funds? and ?capital?, I would not agree if ?capital? means that rich people have cultural, linguistic and social capital and poor people have not. All families have lived experiences and sociocultural practices regardless their linguistic, ethnic, economic condition. Indeed, the funds of knowledge approach was aimed at countering what was described as deficit thinking in education; i.e. the idea that low school performance among underrepresented students was caused by underlying linguistic, economic and cultural limitations instead of political reasons such as power relationships and so on. Hence, in order to challenge the deficit thinking prevalent in education and the racist policies that misunderstand the inherent complexities of migrant people, it was argued that the households of students of Mexican origin living in Tucson did, in fact, have at their disposal a wide variety of skills, knowledge and competencies forged in their working lives and community history (Moll, Amanti, Neff, & Gonz?lez, 1992). However, these intellectual and educational resources were essentially invisible in school practice and curricular structure due to asymmetric power relationships (Rodriguez, 2013). Therefore, school performance could be improved by having teachers visit the families of some of their students, identify their skills and knowledge and incorporate them into educational practice. The idea involves an educational policy and concept which, by recognizing and legitimizing the lifestyles involved in the cultural practices of the students? families, is expected to create relationships of ?confianza? (mutual trust) between teachers and families in order to: (a) build bridges of cooperation that can diminish the prejudices and stereotypes between the two contexts of activity (Gonzalez & Moll, 2002) and (b) link school curricula and educational practice to the lifestyles of students (McIntyre, Rosebery, & Gonz?lez, 2001). However, it seems to me is fruitfully examine how these theoretical frameworks (funds and capital) can complement each other when attempting to understand educational opportunity for under-represented students. A challenge done by Rios-Aguilar, Kiyama, Gravitt & Moll (2011). Funds of knowledge for the poor and forms of capital for the rich? A capital approach to examining funds of knowledge. Theory and Research in Education. - I agree that ?identification? would be a best choice than ?identity? because identity reinforces a static and too homogeny view on person. Rather, people identities are culturally sensitive phenomena, distributed and situated. In that sense, to me the identity artefacts such as Avatars have epistemic values. To me ?identity? is in people as well as things. This implies that identity is tangible and embedded. In that sense, identity is both product and process. The funds of identity are (re)constructed through the identity artefact used such as Avatar in a particular cultural practice. In other words, Avatar, as a medium and mediator, facilities acts of identification, but it also changes it: distorts it, arguments it, transforms it depending the audience, the purpose-intentionality, the practice, the context. It can be connected with the discussion on catharsis and transformation. - On ?digital funds of identity?. I definitely think we need a reconceptualization on funds of knowledge and identity 2.0. I?m not sure if we should talk about ?digital funds of? or ?funds of digital identity?? In any case, Adam Poole wrote interesting papers on it. For example Poole (2017). Funds of Knowledge 2.0: Towards digital Funds of Identity. Learning, Culture and Social Interaction. In an educational and practical way, I think we should take into account some developments such as connected learning approach (Mimi Ito, Bill Penuel, and so on) and participatory culture (Jenkins) as a cultural practices and consequences of our devices and digital artefacts. Indeed, as Ratner likes to say, ?We are the product of the products we produce?. m > A few things that may be worth distinguishing: > > i) The paper/topic is not about identity but rather identification. > > ii) An overcoming entails a reorganisation. In such circumstances it isn't > a bank of riches, it a more richly organised psyche. > > iii) Experience without intention is not a meaningful unity. This is > absent > in at least one of Bozhovich's (translated) papers on SSD and I suspect > this is carried over into work on Perezhivanie. > > Hope that helps, > Huw. > > On 21 June 2018 at 22:57, Julian Williams > > wrote: > >> Alfredo/all >> >> >> >> Indeed ??? whose funds, and whose banks? The key term here is capital >> (economic or cultural) .. that is the potential by its possessors to >> oppress those who lack it. >> >> >> >> I think we should be critical of ???funds??? of knowledge and identity >> and >> point out that funds might be ???capital??? and not just resources for >> oppressed peoples to challenge their oppressors. >> >> >> >> In my critique, I point to the way such funds can actually provide >> resources for schooling to serve their function as reproducing and >> alienating learners??? >> >> >> >> What I liked about the paper (I think we are discussing on the dark side >> of funds of identity?) was that it seemed (see our MCA editorial) to >> offer >> an alternative view of ???funds?????? , that oppressed people might have >> developed ???experiential??? resources (not capital) that schools would >> not >> necessarily normally recognise but that might actually challenge schools >> in >> their class reproductive functions. >> >> >> >> Julian >> >> >> >> *From: * on behalf of Alfredo Gil < >> a.j.gil@iped.uio.no> >> *Reply-To: *"eXtended Mind, Culture, Activity" >> *Date: *Thursday, 21 June 2018 at 22:43 >> *To: *Greg Mcverry , "eXtended Mind, Culture, >> Activity" >> *Subject: *[Xmca-l] Re: Annotations and XMCA >> >> >> >> ???Interesting connection with the article through the digital side. >> Digital >> Funds of Identity! (if the term has not in fact been used yet). I am >> going to ???do a bit of re-tweet and of "like" gesture copying one of >> your >> statements, which I found quite revealing: >> >> >> >> "What is the point of being able to draw on funds of identity if >> somebody >> else owns the bank?" >> >> >> >> You just made me realise that xmca may be one such little carved place >> in >> the web as the ones you are hoping children will learn to create. Thanks >> for contributing to it, and thanks for the online annotation links. >> >> >> Alfredo >> >> >> >> >> ------------------------------ >> >> *From:* Greg Mcverry >> *Sent:* 21 June 2018 16:43 >> *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil >> *Subject:* Re: Annotations and XMCA >> >> >> >> And I mix up my article and plural forms at the intersection of growing >> knowledge and the mistake of cutting and pasting as a synthesis tool to >> avoid the cognitive load of Russian spelling....hmmmmm >> >> >> >> On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry >> wrote: >> >> Alfredo, >> >> >> >> I moved the discussion off of the other thread (though I am perpelexed >> by >> the Perezhivaniyaha and influence of power in being told by educators >> to >> reflect on one's funds of identity*) *to think about annotations. >> >> >> >> I wanted you to know they are automatically given a Public Domain >> License. >> If there was interest and people do want to maintain rights to their >> content we could do a private XMCA group. >> >> >> >> Yet you are right. Hypothes.is it is still a place I must create an >> account. It would be really cool to annotate, or at least syndicate >> annotations back to my blog. I try to include a feed to all my >> annotations >> as an iframe but as soon as I make a public annotation I no longer own >> it. >> >> >> >> I am okay with this. Many on the listserv may not be. I am cool with >> that >> too. Your data. Your destiny. >> >> >> >> In terms of my annotations I figure I am paid by taxpayers thus my >> mental >> work on the state dime belongs in the open. I also believe in the team >> behind the project as creating what Anil Dash calls "ethical tech >> " >> that would pass Stommel's test for Ethical online learning >> >> >> >> >> Yet now what happens when learning and reading itself become >> performative? >> Or the act of note taking used as a measure of learning? >> >> >> >> When I annotate with students I never force them to give up rights to >> their work or publish openly. In fact I still allow print and paper >> annotation because I feel like I do not have a right to dictate what >> kind >> of external storage device to use. >> >> >> >> I firmly believe students should own their data. Too often the >> perezhivanie surrounding online learning strips students of power. >> Rights >> to the content gone and often materials inaccessible as soon as class >> finishes. It can get worse and soon universities are drawing >> correlations >> between meal points spent and student performance. >> >> >> >> The funds of knowledge and funds of identity outside of formal learning >> environments >> >> >> >> This is what scares me more than anything in child development right >> now. >> "personality and knowledge are now actively constructed" (Blunden, p. 2) >> in environments that are simultaneously designed to take advantage of >> brain >> chemistry while controlling the flow of social peer interactions. >> >> >> >> The Funds of Identity children draw upon are algorithmically determined >> by >> corporate interest, mob mentality and millions of dollars into never >> published brain, computer, and human interaction research. >> >> >> >> Who you talk to? Facebook feed. Chasing likes and clicks? Instagram >> envy. >> >> >> >> I believe we need frank conversations about our avatars as they are just >> networked funds in the centralized bank of facebook (as in Facebook, >> What's >> App, Instagram, Occulus). >> >> >> >> This is why I believe we need to teach our children early on about >> carving >> out their own corner of the web. What is the point of being able to draw >> on >> funds of identity if somebody else owns the bank? >> >> >> >> We need to discuss with children that all the research shows >> notifications >> and social media often make more people sad than happy. >> >> >> >> Most importantly, and a lesson I too often ignore, we need to model good >> digital hygiene. Remove most if not all notifications from your phone. >> Be >> picky about social media apps.Get your own website. Syndicate from your >> place out on to the web. >> >> >> >> To circle back to the article that is the tough part of perezhivaniyaha >> in >> school is it is a place where funds of identity are developed yet the >> processing of social experiences occurs through rapid APIs and machine >> learning. >> >> >> >> Thus I believe as educators we have a responsibility to our students and >> their avatars. >> >> >> >> >> >> >> >> >> >> > -- Mois?s Esteban Guitart Dpt de psicologia Institut de Recerca Educativa Facultat d'Educaci? i Psicologia Universitat de Girona http://mipe.psyed.edu.es/ca/ http://psicologia.udg.edu/PTCEDH/presentation.asp https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en ------------------------------ Message: 17 Date: Tue, 26 Jun 2018 13:16:30 +0100 From: "robsub@ariadne.org.uk" Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: xmca-l@mailman.ucsd.edu Message-ID: <2a1965c1-7d9a-4cd1-0813-7a685552d500@ariadne.org.uk> Content-Type: text/plain; charset="utf-8" Hi all In the triad critical episode, reflection, catharsis, what do we mean by "critical"? It sounds as if it is something extraordinary, a life defining moment. I note the use of the word ?traumatic?. But two things occur to me that challenge this. The first is that, in my experience, changes often occur through a drip by drip process. There is not any one episode that causes a change in perspective, but a steady gentle turning away from one view and towards another. A change? will result from a whole series of episodes and experiences. So that is a kind of uncountable perezhivanie, rather than a few countable perezhivanies. The image in my mind is of my perezhivanie as a stream with a series of overlays, some of which, perhaps in hindsight, can be seen as coherent paths towards a perceived change of identity. This is partly reflected in the quote from Gonzales Rey: ?The human subjective processes are never moved by one final cause and do not represent stable contents; they flow in time, integrate, and unfold into different forms during the same experience.? The second challege is that, in my own life, I have sometimes noticed afterwards that moments have become significant which did not seem so at the time. So, at what point does something become ?critical?, and does it matter? A final observation: this kind of reflection resembles Schon?s reflection-on-action. There must be work that compares the two, but I am not aware of any. Rob On 20/06/2018 23:25, Alfredo Jornet Gil wrote: > > ?Thanks for the discussion so far, Moises and Adam. And while Moises > (or anyone else) perhaps comes back with a more?a more comprehensive > reaction, I was?just?wondering about Mois?s question 2 and what the > relation between the categories?"identity" and "personality" are, if > they can be related at all. In Vygotsky, perezhivanie is explicitly > linked to personality. As far as I can recall and without having gone > to the texts and check, Vygotsky does not use the term "identity" in > the sense it is used in current literature. This also leads me to > wonder on the distinction between?*learning* (which according to > Moises is part what the Funds of Knowledge/Identity were designed to > address) and *development*. Is analytical categories, is?perezhivanie > more about development and funds of identity more about learning? > Or?we have to differentiate them on other grounds? > > Alfredo > > ------------------------------------------------------------------------ > *From:* xmca-l-bounces@mailman.ucsd.edu > on behalf of Adam Poole (16517826) > > *Sent:* 19 June 2018 04:14 > *To:* xmca-l@mailman.ucsd.edu > *Subject:* [Xmca-l] Re-situating funds of identity within contemporary > interpretations of perezhivanie > > > Thanks to Moises for posting some questions about the article that I > would like to respond to. > > > I will first include his summary and interpretation of the paper and > then respond to his questions. > > > > Interpretation of paper > > The Poole?s paper invited me to enrich the notion of funds of identity. > Grounded in the funds of knowledge approach, the funds of identity concept > try to intentionally reinforce the positive backgrounds and experiences of > learners to overcome the deficit thinking in education (to sum up: by > reducing marginalized school population to a sum of cultural, social, > linguistic deficits). However, our experience is not only light. And in > the dark funds of knowledge suggested by Zipin, existential funds of > identity invite us to capture a more holistic view on people?s experience. > In my opinion, deep learning (meaningful, significant learning) is based > on the recognition and transformation of learners? identities. This > assertion, that would be one of my working hypothesis, assumes three > theoretical principles: (1) that human identities are culturally-situated > and distributed (geographical funds of identity, cultural funds of > identity, institutional funds of identity and so on); (2) that there is a > constitutive link between learning and identity (as so many scholars > suggested and developed) and (3) that meaning (significant experience) > plays an important role as a learning generator. Here in mind, I would > like to share three questions or topics that can help us to understand the > Adam Poole?s paper, in particular, and further advance our > conceptualization on contemporary topics as perezhivanie, in general. > > > Questions > > > 1)??????? Do you think that existential funds of identity should be > considered as a type of funds of identity? In other words, should be > incorporated into the prior classification into geographical, > practical, institutional, cultural and social funds of identity? Or > may be should be considered as a ?re-theorization? of funds of identity? > > > This is a question that I have been struggling with for some time. > When I initially uncovered existential funds of identity I considered > to be more than a type of funds of identity. I couldn't see how it > related to the five categories that you proposed, as to me the type of > identity being described was more internal or meditative. However, the > more I researched into the funds of identity concept and its > theoretical underpinnings, the more I came to question this > conclusion. Firstly, funds of identity, as I understand it, is > predicated upon a synthesis of macro and micro-level approaches to > culture - that is, identity is embedded in artefacts and social > practices and therefore is distributed in nature. However, to bring in > the concept of perezhivanie, individuals construct new identities from > the social identities that surround them. In contrast, I initially > understood existential funds of identity as largely phenomenological > in nature. However, on reflection, I realised that issues to do with > identity confusion, relationship problems, etc, are social in nature. > > > So, existential funds of identity should be seen as a complement to > funds of identity, rather than a re-theorisation of it. Most > significantly, it can be used to show how negative experiences can be > drawn on in order to bring about positive pedagogical outcomes. > > > However, I would be interested to?know if anyone else thinks that > existential funds of identity complements or contradicts the concept > developed by Moises. > > > > 2)??????? How we could link the concepts of identity and perezhivanie? > > > Good question! For me. identity is an open-ended process that is both > personal and social in nature. For this reason, perezhivanie is a > really useful concept to bring this relationship into focus. Firstly, > it shows how development is the result of the dialectical relationship > between the mind and the environment. This relates to identity in a > big way, as it suggests that identity is quite fluid: we are different > people indifferent times and across different contexts. Perezhivanie > is relevant here as it helps to explain the way individuals relate > differentially to their environments. In relation to my teaching, I > have found that students do not embody fixed identities that they take > with them from class to class, but construct new identities in > response to their classes - the teacher, the students, the subject. To > draw upon, and extend Thompson and Hall's (2008) metaphor of 'virtual > school bags of knowledge' - students do not only bring one school bag > with them, but have many different bags from which they draw in the > construction, and performance, of their classroom identities. > > > This realisation leadme to question the role of labelling that you > often find in staff rooms - this is the 'difficult' student, this is > the 'gifted' student, etc. By observing students' behaviour in other > classes, I realised that there was something going on between the > students and their environments - hence the link between identity and > perezhivanie. Rather than engaging with the imposed label (that really > says more about our deficit thinking than the students themselves) we > should engage with the students' lived experiences of their social > world - both positive and negative. > > > 3)??????? One of the aims of funds of identity is to develop an approach > to the construct ?identity? that had educational implications. What > are the > educational/pedagogical implications of the existential funds of identity? > > > This is a bit more of a complicated one! I do agree with your > assertion that drawing upon minoritised students' negative or > problematic experiences could lead to the reproduction of deficit > thinking. However, I do think that if handled ethically, teachers can > draw upon both light and dark funds of identity in order to valorise > the whole child and their social worlds. So pedagogically, existential > funds of identity can help to develop 'thick' stranded relationships > between teachers and students. Moreover, it can also bridge the gap > between the classroom and home by acknowledging that life and > individual experiencing is complex and multi-layered, often involving > critical moments that are ambivalent in nature. I have to say that > this approach may not be appropriate for younger learners. I had in > mind adolescent learners when I developed the idea of existential > funds of identity. > > > > Cheers, > > > Adam > > > > > > This message and any attachment are intended solely for the addressee > and may contain confidential information. If you have received this > message in error, please send it back to me, and immediately delete > it. Please do not use, copy or disclose the information contained in > this message or in any attachment. Any views or opinions expressed by > the author of this email do not necessarily reflect the views of The > University of Nottingham Ningbo China. This message has been checked > for viruses but the contents of an attachment may still contain > software viruses which could damage your computer system: you are > advised to perform your own checks. Email communications with The > University of Nottingham Ningbo China may be monitored as permitted by > UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180626/cc421619/attachment-0001.html ------------------------------ Message: 18 Date: Tue, 26 Jun 2018 13:30:05 +0100 From: "robsub@ariadne.org.uk" Subject: [Xmca-l] Re: 'funds' of knowledge and identity To: xmca-l@mailman.ucsd.edu Message-ID: <6474bda2-32f8-cd85-623e-8e15a917b980@ariadne.org.uk> Content-Type: text/plain; charset=utf-8; format=flowed Piggybacking on Julian?s thoughts here. ?Teachers, then, have a key role to play, not so much as an expert, but as facilitators and legitimizers of existential funds of identity.? I wonder how this fits into the political economy of teaching. I find it very noticeable that the discourse of funds and capital is very capitalistic, and can easily be designed to maintain the status quo where the elite accumulate capital in all its forms (and end up possessing far more than they will ever use), and the rest of us get to work very hard. It occurs to me that our schools (I?m in the UK) currently are not ?reproducing?, but are producing a new-ish breed of worker with the necessary resources and compliance to survive precarity. I find myself distinguishing regularly between educational policy and teaching practice. Much of what I regard as positive in teaching is achieved in spite of rather than because of current educational policy. That then raises questions as to the social justice agenda outlined in the original article.? Teachers will on the same day be coaching their C and D grade students to get as many as possible over the threshold that the school?s position in league tables requires, and then sometimes paying out of their own pockets to ensure that some of their students get a hot meal. Social justice in the UK at the moment is a hard battle, especially with the self harm of brexit looming. Julian, I was very taken by the abstract of your article on alienation in mathematics education, and have duly downloaded it (very refreshing to find it was not paywalled). No idea when I will get to read it, though. Rob On 26/06/2018 12:22, Julian Williams wrote: > Moises > > You articulate many of the reasons why the FoK approach is attractive, but there is a strong case for teasing out the way that capital operates and how that is refracted in education, if you take the view that schools serve capital in preparing a largely stratified and compliant labour pool. As Bourdieu and Passeron have argued, schools recognise cultural capital and fail to recognise the 'funds' you speak about... and often as not when teachers reach out to communities what they find is what the schools want and what the middle classes already have ... cultural capital (they ran a small business, have high aspirations and go to school ready to compete/compliant), and not those 'funds' that the majority of the poor and oppressed in general have (eg at least potentially collective solidarity, knowing how to live poor, coping without compliance, ... and maybe the capacity of the oppressed to organise themselves collectively into power?). > > Deficit mentality: I agree but - what the poor and oppressed classes typically lack is capital, precisely in various forms that give power of those that have over those that don?t have it. The question is how to deal with that, and the first step is to recognise that this is so (e.g. by opposing the discrimination of opportunities using examinations and assessment that concentrate opportunity in the hands of those who already have succeeded, etc etc). > > Julian > > Ps I wrote more about this in DOI: 10.1007/s10649-015-9659-2 > > https://www.research.manchester.ac.uk/portal/en/publications/alienation-in-mathematics-education-critique-and-development-of-neovygotskian-perspectives(fe32b65e-ad61-4a93-8139-79ed692f1fce).html > > ?On 26/06/2018, 09:48, "xmca-l-bounces@mailman.ucsd.edu on behalf of MOISES ESTEBAN-GUITART" wrote: > > Some thoughts about some of the interesting ideas suggested thanks to Adam > Poole?s paper and participants in this virtual discussion: > > - Regarding ?funds? and ?capital?, I would not agree if ?capital? means > that rich people have cultural, linguistic and social capital and poor > people have not. All families have lived experiences and sociocultural > practices regardless their linguistic, ethnic, economic condition. > Indeed, the funds of knowledge approach was aimed at countering what was > described as deficit thinking in education; i.e. the idea that low school > performance among underrepresented students was caused by underlying > linguistic, economic and cultural limitations instead of political reasons > such as power relationships and so on. Hence, in order to challenge the > deficit thinking prevalent in education and the racist policies that > misunderstand the inherent complexities of migrant people, it was argued > that the households of students of Mexican origin living in Tucson did, in > fact, have at their disposal a wide variety of skills, knowledge and > competencies forged in their working lives and community history (Moll, > Amanti, Neff, & Gonz?lez, 1992). However, these intellectual and > educational resources were essentially invisible in school practice and > curricular structure due to asymmetric power relationships (Rodriguez, > 2013). Therefore, school performance could be improved by having teachers > visit the families of some of their students, identify their skills and > knowledge and incorporate them into educational practice. The idea > involves an educational policy and concept which, by recognizing and > legitimizing the lifestyles involved in the cultural practices of the > students? families, is expected to create relationships of ?confianza? > (mutual trust) between teachers and families in order to: (a) build > bridges of cooperation that can diminish the prejudices and stereotypes > between the two contexts of activity (Gonzalez & Moll, 2002) and (b) link > school curricula and educational practice to the lifestyles of students > (McIntyre, Rosebery, & Gonz?lez, 2001). However, it seems to me is > fruitfully examine how these theoretical frameworks (funds and capital) > can complement each other when attempting to understand educational > opportunity for under-represented students. A challenge done by > Rios-Aguilar, Kiyama, Gravitt & Moll (2011). Funds of knowledge for the > poor and forms of capital for the rich? A capital approach to examining > funds of knowledge. Theory and Research in Education. > > - I agree that ?identification? would be a best choice than ?identity? > because identity reinforces a static and too homogeny view on person. > Rather, people identities are culturally sensitive phenomena, distributed > and situated. In that sense, to me the identity artefacts such as Avatars > have epistemic values. To me ?identity? is in people as well as things. > This implies that identity is tangible and embedded. In that sense, > identity is both product and process. The funds of identity are > (re)constructed through the identity artefact used such as Avatar in a > particular cultural practice. In other words, Avatar, as a medium and > mediator, facilities acts of identification, but it also changes it: > distorts it, arguments it, transforms it depending the audience, the > purpose-intentionality, the practice, the context. It can be connected > with the discussion on catharsis and transformation. > > - On ?digital funds of identity?. I definitely think we need a > reconceptualization on funds of knowledge and identity 2.0. I?m not sure > if we should talk about ?digital funds of? or ?funds of digital identity?? > In any case, Adam Poole wrote interesting papers on it. For example Poole > (2017). Funds of Knowledge 2.0: Towards digital Funds of Identity. > Learning, Culture and Social Interaction. In an educational and practical > way, I think we should take into account some developments such as > connected learning approach (Mimi Ito, Bill Penuel, and so on) and > participatory culture (Jenkins) as a cultural practices and consequences > of our devices and digital artefacts. Indeed, as Ratner likes to say, ?We > are the product of the products we produce?. > > m > > > A few things that may be worth distinguishing: > > > > i) The paper/topic is not about identity but rather identification. > > > > ii) An overcoming entails a reorganisation. In such circumstances it isn't > > a bank of riches, it a more richly organised psyche. > > > > iii) Experience without intention is not a meaningful unity. This is > > absent > > in at least one of Bozhovich's (translated) papers on SSD and I suspect > > this is carried over into work on Perezhivanie. > > > > Hope that helps, > > Huw. > > > > On 21 June 2018 at 22:57, Julian Williams > > > > wrote: > > > >> Alfredo/all > >> > >> > >> > >> Indeed ??? whose funds, and whose banks? The key term here is capital > >> (economic or cultural) .. that is the potential by its possessors to > >> oppress those who lack it. > >> > >> > >> > >> I think we should be critical of ???funds??? of knowledge and identity > >> and > >> point out that funds might be ???capital??? and not just resources for > >> oppressed peoples to challenge their oppressors. > >> > >> > >> > >> In my critique, I point to the way such funds can actually provide > >> resources for schooling to serve their function as reproducing and > >> alienating learners??? > >> > >> > >> > >> What I liked about the paper (I think we are discussing on the dark side > >> of funds of identity?) was that it seemed (see our MCA editorial) to > >> offer > >> an alternative view of ???funds?????? , that oppressed people might have > >> developed ???experiential??? resources (not capital) that schools would > >> not > >> necessarily normally recognise but that might actually challenge schools > >> in > >> their class reproductive functions. > >> > >> > >> > >> Julian > >> > >> > >> > >> *From: * on behalf of Alfredo Gil < > >> a.j.gil@iped.uio.no> > >> *Reply-To: *"eXtended Mind, Culture, Activity" > >> *Date: *Thursday, 21 June 2018 at 22:43 > >> *To: *Greg Mcverry , "eXtended Mind, Culture, > >> Activity" > >> *Subject: *[Xmca-l] Re: Annotations and XMCA > >> > >> > >> > >> ???Interesting connection with the article through the digital side. > >> Digital > >> Funds of Identity! (if the term has not in fact been used yet). I am > >> going to ???do a bit of re-tweet and of "like" gesture copying one of > >> your > >> statements, which I found quite revealing: > >> > >> > >> > >> "What is the point of being able to draw on funds of identity if > >> somebody > >> else owns the bank?" > >> > >> > >> > >> You just made me realise that xmca may be one such little carved place > >> in > >> the web as the ones you are hoping children will learn to create. Thanks > >> for contributing to it, and thanks for the online annotation links. > >> > >> > >> Alfredo > >> > >> > >> > >> > >> ------------------------------ > >> > >> *From:* Greg Mcverry > >> *Sent:* 21 June 2018 16:43 > >> *To:* eXtended Mind, Culture, Activity; Alfredo Jornet Gil > >> *Subject:* Re: Annotations and XMCA > >> > >> > >> > >> And I mix up my article and plural forms at the intersection of growing > >> knowledge and the mistake of cutting and pasting as a synthesis tool to > >> avoid the cognitive load of Russian spelling....hmmmmm > >> > >> > >> > >> On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry > >> wrote: > >> > >> Alfredo, > >> > >> > >> > >> I moved the discussion off of the other thread (though I am perpelexed > >> by > >> the Perezhivaniyaha and influence of power in being told by educators > >> to > >> reflect on one's funds of identity*) *to think about annotations. > >> > >> > >> > >> I wanted you to know they are automatically given a Public Domain > >> License. > >> If there was interest and people do want to maintain rights to their > >> content we could do a private XMCA group. > >> > >> > >> > >> Yet you are right. Hypothes.is it is still a place I must create an > >> account. It would be really cool to annotate, or at least syndicate > >> annotations back to my blog. I try to include a feed to all my > >> annotations > >> as an iframe but as soon as I make a public annotation I no longer own > >> it. > >> > >> > >> > >> I am okay with this. Many on the listserv may not be. I am cool with > >> that > >> too. Your data. Your destiny. > >> > >> > >> > >> In terms of my annotations I figure I am paid by taxpayers thus my > >> mental > >> work on the state dime belongs in the open. I also believe in the team > >> behind the project as creating what Anil Dash calls "ethical tech > >> " > >> that would pass Stommel's test for Ethical online learning > >> > >> > >> > >> > >> Yet now what happens when learning and reading itself become > >> performative? > >> Or the act of note taking used as a measure of learning? > >> > >> > >> > >> When I annotate with students I never force them to give up rights to > >> their work or publish openly. In fact I still allow print and paper > >> annotation because I feel like I do not have a right to dictate what > >> kind > >> of external storage device to use. > >> > >> > >> > >> I firmly believe students should own their data. Too often the > >> perezhivanie surrounding online learning strips students of power. > >> Rights > >> to the content gone and often materials inaccessible as soon as class > >> finishes. It can get worse and soon universities are drawing > >> correlations > >> between meal points spent and student performance. > >> > >> > >> > >> The funds of knowledge and funds of identity outside of formal learning > >> environments > >> > >> > >> > >> This is what scares me more than anything in child development right > >> now. > >> "personality and knowledge are now actively constructed" (Blunden, p. 2) > >> in environments that are simultaneously designed to take advantage of > >> brain > >> chemistry while controlling the flow of social peer interactions. > >> > >> > >> > >> The Funds of Identity children draw upon are algorithmically determined > >> by > >> corporate interest, mob mentality and millions of dollars into never > >> published brain, computer, and human interaction research. > >> > >> > >> > >> Who you talk to? Facebook feed. Chasing likes and clicks? Instagram > >> envy. > >> > >> > >> > >> I believe we need frank conversations about our avatars as they are just > >> networked funds in the centralized bank of facebook (as in Facebook, > >> What's > >> App, Instagram, Occulus). > >> > >> > >> > >> This is why I believe we need to teach our children early on about > >> carving > >> out their own corner of the web. What is the point of being able to draw > >> on > >> funds of identity if somebody else owns the bank? > >> > >> > >> > >> We need to discuss with children that all the research shows > >> notifications > >> and social media often make more people sad than happy. > >> > >> > >> > >> Most importantly, and a lesson I too often ignore, we need to model good > >> digital hygiene. Remove most if not all notifications from your phone. > >> Be > >> picky about social media apps.Get your own website. Syndicate from your > >> place out on to the web. > >> > >> > >> > >> To circle back to the article that is the tough part of perezhivaniyaha > >> in > >> school is it is a place where funds of identity are developed yet the > >> processing of social experiences occurs through rapid APIs and machine > >> learning. > >> > >> > >> > >> Thus I believe as educators we have a responsibility to our students and > >> their avatars. > >> > >> > >> > >> > >> > >> > >> > >> > >> > >> > > > > > -- > Mois?s Esteban Guitart > Dpt de psicologia > Institut de Recerca Educativa > Facultat d'Educaci? i Psicologia > Universitat de Girona > > http://mipe.psyed.edu.es/ca/ > http://psicologia.udg.edu/PTCEDH/presentation.asp > https://scholar.google.es/citations?user=cpA9UZEAAAAJ&hl=en > > > > > ------------------------------ Message: 19 Date: Tue, 26 Jun 2018 22:33:52 +1000 From: Andy Blunden Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: xmca-l@mailman.ucsd.edu Message-ID: <4fcb8202-1010-cebf-fac6-e175f01da925@marxists.org> Content-Type: text/plain; charset="utf-8" In my view, Rob, ... Paradigmatically, the "critical episode" is a moment, but the important point is not the duration but the *unity* of the episode. For example, as a result of the Vietnam War, etc., I left my home in 1966 and returned to Australia only after 20 years, mostly spent in England. This was "an experience," an episode, a single whole which has shaped my personality. But even in relation to the "paradigmatic" case, the change in personality is not a momentary process, but occurs over a more or less protracted period of time (catharsis) with greater or lesser participation by other people around you. Andy ------------------------------------------------------------ Andy Blunden http://www.ethicalpolitics.org/ablunden/index.htm On 26/06/2018 10:16 PM, robsub@ariadne.org.uk wrote: > Hi all > > In the triad critical episode, reflection, catharsis, what > do we mean by "critical"? It sounds as if it is something > extraordinary, a life defining moment. I note the use of > the word ?traumatic?. But two things occur to me that > challenge this. The first is that, in my experience, > changes often occur through a drip by drip process. There > is not any one episode that causes a change in > perspective, but a steady gentle turning away from one > view and towards another. A change will result from a > whole series of episodes and experiences. So that is a > kind of uncountable perezhivanie, rather than a few > countable perezhivanies. The image in my mind is of my > perezhivanie as a stream with a series of overlays, some > of which, perhaps in hindsight, can be seen as coherent > paths towards a perceived change of identity. This is > partly reflected in the quote from Gonzales Rey: ?The > human subjective processes are never moved by one final > cause and do not represent stable contents; they flow in > time, integrate, and unfold into different forms during > the same experience.? > > The second challege is that, in my own life, I have > sometimes noticed afterwards that moments have become > significant which did not seem so at the time. So, at what > point does something become ?critical?, and does it matter? > > A final observation: this kind of reflection resembles > Schon?s reflection-on-action. There must be work that > compares the two, but I am not aware of any. > > Rob > > On 20/06/2018 23:25, Alfredo Jornet Gil wrote: >> >> ?Thanks for the discussion so far, Moises and Adam. And >> while Moises (or anyone else) perhaps comes back with a >> more a more comprehensive reaction, I was just wondering >> about Mois?s question 2 and what the relation between the >> categories "identity" and "personality" are, if they can >> be related at all. In Vygotsky, perezhivanie is >> explicitly linked to personality. As far as I can recall >> and without having gone to the texts and check, Vygotsky >> does not use the term "identity" in the sense it is used >> in current literature. This also leads me to wonder on >> the distinction between *learning* (which according to >> Moises is part what the Funds of Knowledge/Identity were >> designed to address) and *development*. Is analytical >> categories, is perezhivanie more about development and >> funds of identity more about learning? Or we have to >> differentiate them on other grounds? >> >> Alfredo >> >> ------------------------------------------------------------ >> *From:* xmca-l-bounces@mailman.ucsd.edu >> on behalf of Adam Poole >> (16517826) >> *Sent:* 19 June 2018 04:14 >> *To:* xmca-l@mailman.ucsd.edu >> *Subject:* [Xmca-l] Re-situating funds of identity within >> contemporary interpretations of perezhivanie >> >> >> >> Thanks to Moises for posting some questions about the >> article that I would like to respond to. >> >> >> I will first include his summary and interpretation of >> the paper and then respond to his questions. >> >> >> >> Interpretation of paper >> >> The Poole?s paper invited me to enrich the notion of >> funds of identity. >> Grounded in the funds of knowledge approach, the funds of >> identity concept >> try to intentionally reinforce the positive backgrounds >> and experiences of >> learners to overcome the deficit thinking in education >> (to sum up: by >> reducing marginalized school population to a sum of >> cultural, social, >> linguistic deficits). However, our experience is not >> only light. And in >> the dark funds of knowledge suggested by Zipin, >> existential funds of >> identity invite us to capture a more holistic view on >> people?s experience. >> In my opinion, deep learning (meaningful, significant >> learning) is based >> on the recognition and transformation of learners? >> identities. This >> assertion, that would be one of my working hypothesis, >> assumes three >> theoretical principles: (1) that human identities are >> culturally-situated >> and distributed (geographical funds of identity, cultural >> funds of >> identity, institutional funds of identity and so on); (2) >> that there is a >> constitutive link between learning and identity (as so >> many scholars >> suggested and developed) and (3) that meaning >> (significant experience) >> plays an important role as a learning generator. Here in >> mind, I would >> like to share three questions or topics that can help us >> to understand the >> Adam Poole?s paper, in particular, and further advance our >> conceptualization on contemporary topics as perezhivanie, >> in general. >> >> >> Questions >> >> >> 1) Do you think that existential funds of identity >> should be >> considered as a type of funds of identity? In other >> words, should be incorporated into the prior >> classification into geographical, practical, >> institutional, cultural and social funds of identity? Or >> may be should be considered as a ?re-theorization? of >> funds of identity? >> >> >> This is a question that I have been struggling with for >> some time. When I initially uncovered existential funds >> of identity I considered to be more than a type of funds >> of identity. I couldn't see how it related to the five >> categories that you proposed, as to me the type of >> identity being described was more internal or meditative. >> However, the more I researched into the funds of identity >> concept and its theoretical underpinnings, the more I >> came to question this conclusion. Firstly, funds of >> identity, as I understand it, is predicated upon a >> synthesis of macro and micro-level approaches to culture >> - that is, identity is embedded in artefacts and social >> practices and therefore is distributed in nature. >> However, to bring in the concept of perezhivanie, >> individuals construct new identities from the social >> identities that surround them. In contrast, I initially >> understood existential funds of identity as largely >> phenomenological in nature. However, on reflection, I >> realised that issues to do with identity confusion, >> relationship problems, etc, are social in nature. >> >> >> So, existential funds of identity should be seen as a >> complement to funds of identity, rather than a >> re-theorisation of it. Most significantly, it can be used >> to show how negative experiences can be drawn on in order >> to bring about positive pedagogical outcomes. >> >> >> However, I would be interested to know if anyone else >> thinks that existential funds of identity complements or >> contradicts the concept developed by Moises. >> >> >> >> 2) How we could link the concepts of identity and >> perezhivanie? >> >> >> Good question! For me. identity is an open-ended process >> that is both personal and social in nature. For this >> reason, perezhivanie is a really useful concept to bring >> this relationship into focus. Firstly, it shows how >> development is the result of the dialectical relationship >> between the mind and the environment. This relates to >> identity in a big way, as it suggests that identity is >> quite fluid: we are different people indifferent times >> and across different contexts. Perezhivanie is relevant >> here as it helps to explain the way individuals relate >> differentially to their environments. In relation to my >> teaching, I have found that students do not embody fixed >> identities that they take with them from class to class, >> but construct new identities in response to their classes >> - the teacher, the students, the subject. To draw upon, >> and extend Thompson and Hall's (2008) metaphor of >> 'virtual school bags of knowledge' - students do not only >> bring one school bag with them, but have many different >> bags from which they draw in the construction, and >> performance, of their classroom identities. >> >> >> This realisation leadme to question the role of labelling >> that you often find in staff rooms - this is the >> 'difficult' student, this is the 'gifted' student, etc. >> By observing students' behaviour in other classes, I >> realised that there was something going on between the >> students and their environments - hence the link between >> identity and perezhivanie. Rather than engaging with the >> imposed label (that really says more about our deficit >> thinking than the students themselves) we should engage >> with the students' lived experiences of their social >> world - both positive and negative. >> >> >> 3) One of the aims of funds of identity is to >> develop an approach >> to the construct ?identity? that had educational >> implications. What are the >> educational/pedagogical implications of the existential >> funds of identity? >> >> >> This is a bit more of a complicated one! I do agree with >> your assertion that drawing upon minoritised students' >> negative or problematic experiences could lead to the >> reproduction of deficit thinking. However, I do think >> that if handled ethically, teachers can draw upon both >> light and dark funds of identity in order to valorise the >> whole child and their social worlds. So pedagogically, >> existential funds of identity can help to develop 'thick' >> stranded relationships between teachers and students. >> Moreover, it can also bridge the gap between the >> classroom and home by acknowledging that life and >> individual experiencing is complex and multi-layered, >> often involving critical moments that are ambivalent in >> nature. I have to say that this approach may not be >> appropriate for younger learners. I had in mind >> adolescent learners when I developed the idea of >> existential funds of identity. >> >> >> >> Cheers, >> >> >> Adam >> >> >> >> >> >> This message and any attachment are intended solely for >> the addressee and may contain confidential information. >> If you have received this message in error, please send >> it back to me, and immediately delete it. Please do not >> use, copy or disclose the information contained in this >> message or in any attachment. Any views or opinions >> expressed by the author of this email do not necessarily >> reflect the views of The University of Nottingham Ningbo >> China. This message has been checked for viruses but the >> contents of an attachment may still contain software >> viruses which could damage your computer system: you are >> advised to perform your own checks. Email communications >> with The University of Nottingham Ningbo China may be >> monitored as permitted by UK and Chinese legislation. > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180626/62d992b3/attachment-0001.html ------------------------------ Message: 20 Date: Tue, 26 Jun 2018 14:59:58 +0100 From: "robsub@ariadne.org.uk" Subject: [Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie To: Andy Blunden , "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" Thanks Andy, that makes a lot of sense. In my case, I have spent some fifteen years changing from being an angry young man (aged fifty or so) to someone much more comfortable in my own skin. Perhaps the whole fifteen years could be viewed as a perezhivanie. Rob On 26/06/2018 13:33, Andy Blunden wrote: > > In? my view, Rob, ... > > Paradigmatically, the "critical episode" is a moment, but the > important point is not the duration but the *unity* of the episode. > For example, as a result of the Vietnam War, etc., I left my home in > 1966 and returned to Australia only after 20 years, mostly spent in > England. This was "an experience," an episode, a single whole which > has shaped my personality. > > But even in relation to the "paradigmatic" case, the change in > personality is not a momentary process, but occurs over a more or less > protracted period of time (catharsis) with greater or lesser > participation by other people around you. > > Andy > > ------------------------------------------------------------------------ > Andy Blunden > http://www.ethicalpolitics.org/ablunden/index.htm > On 26/06/2018 10:16 PM, robsub@ariadne.org.uk wrote: >> Hi all >> >> In the triad critical episode, reflection, catharsis, what do we mean >> by "critical"? It sounds as if it is something extraordinary, a life >> defining moment. I note the use of the word ?traumatic?. But two >> things occur to me that challenge this. The first is that, in my >> experience, changes often occur through a drip by drip process. There >> is not any one episode that causes a change in perspective, but a >> steady gentle turning away from one view and towards another. A >> change? will result from a whole series of episodes and experiences. >> So that is a kind of uncountable perezhivanie, rather than a few >> countable perezhivanies. The image in my mind is of my perezhivanie >> as a stream with a series of overlays, some of which, perhaps in >> hindsight, can be seen as coherent paths towards a perceived change >> of identity. This is partly reflected in the quote from Gonzales Rey: >> ?The human subjective processes are never moved by one final cause >> and do not represent stable contents; they flow in time, integrate, >> and unfold into different forms during the same experience.? >> >> The second challege is that, in my own life, I have sometimes noticed >> afterwards that moments have become significant which did not seem so >> at the time. So, at what point does something become ?critical?, and >> does it matter? >> >> A final observation: this kind of reflection resembles Schon?s >> reflection-on-action. There must be work that compares the two, but I >> am not aware of any. >> >> Rob >> >> On 20/06/2018 23:25, Alfredo Jornet Gil wrote: >>> >>> ?Thanks for the discussion so far, Moises and Adam. And while Moises >>> (or anyone else) perhaps comes back with a more?a more comprehensive >>> reaction, I was?just?wondering about Mois?s question 2 and what the >>> relation between the categories?"identity" and "personality" are, if >>> they can be related at all. In Vygotsky, perezhivanie is explicitly >>> linked to personality. As far as I can recall and without having >>> gone to the texts and check, Vygotsky does not use the term >>> "identity" in the sense it is used in current literature. This also >>> leads me to wonder on the distinction between?*learning* (which >>> according to Moises is part what the Funds of Knowledge/Identity >>> were designed to address) and *development*. Is analytical >>> categories, is?perezhivanie more about development and funds of >>> identity more about learning? Or?we have to differentiate them on >>> other grounds? >>> >>> Alfredo >>> >>> ------------------------------------------------------------------------ >>> *From:* xmca-l-bounces@mailman.ucsd.edu >>> on behalf of Adam Poole (16517826) >>> >>> *Sent:* 19 June 2018 04:14 >>> *To:* xmca-l@mailman.ucsd.edu >>> *Subject:* [Xmca-l] Re-situating funds of identity within >>> contemporary interpretations of perezhivanie >>> >>> >>> Thanks to Moises for posting some questions about the article that I >>> would like to respond to. >>> >>> >>> I will first include his summary and interpretation of the paper and >>> then respond to his questions. >>> >>> >>> >>> Interpretation of paper >>> >>> The Poole?s paper invited me to enrich the notion of funds of identity. >>> Grounded in the funds of knowledge approach, the funds of identity >>> concept >>> try to intentionally reinforce the positive backgrounds and >>> experiences of >>> learners to overcome the deficit thinking in education (to sum up: by >>> reducing marginalized school population to a sum of cultural, social, >>> linguistic deficits).? However, our experience is not only light. And in >>> the dark funds of knowledge suggested by Zipin, existential funds of >>> identity invite us to capture a more holistic view on people?s >>> experience. >>> In my opinion, deep learning (meaningful, significant learning) is based >>> on the recognition and transformation of learners? identities. This >>> assertion, that would be one of my working hypothesis, assumes three >>> theoretical principles: (1) that human identities are >>> culturally-situated >>> and distributed (geographical funds of identity, cultural funds of >>> identity, institutional funds of identity and so on); (2) that there >>> is a >>> constitutive link between learning and identity (as so many scholars >>> suggested and developed) and (3) that meaning (significant experience) >>> plays an important role as a learning generator. Here in mind, I would >>> like to share three questions or topics that can help us to >>> understand the >>> Adam Poole?s paper, in particular, and further advance our >>> conceptualization on contemporary topics as perezhivanie, in general. >>> >>> >>> Questions >>> >>> >>> 1)??????? Do you think that existential funds of identity should be >>> considered as a type of funds of identity? In other words, should be >>> incorporated into the prior classification into geographical, >>> practical, institutional, cultural and social funds of identity? Or >>> may be should be considered as a ?re-theorization? of funds of identity? >>> >>> >>> This is a question that I have been struggling with for some time. >>> When I initially uncovered existential funds of identity I >>> considered to be more than a type of funds of identity. I couldn't >>> see how it related to the five categories that you proposed, as to >>> me the type of identity being described was more internal or >>> meditative. However, the more I researched into the funds of >>> identity concept and its theoretical underpinnings, the more I came >>> to question this conclusion. Firstly, funds of identity, as I >>> understand it, is predicated upon a synthesis of macro and >>> micro-level approaches to culture - that is, identity is embedded in >>> artefacts and social practices and therefore is distributed in >>> nature. However, to bring in the concept of perezhivanie, >>> individuals construct new identities from the social identities that >>> surround them. In contrast, I initially understood existential funds >>> of identity as largely phenomenological in nature. However, on >>> reflection, I realised that issues to do with identity confusion, >>> relationship problems, etc, are social in nature. >>> >>> >>> So, existential funds of identity should be seen as a complement to >>> funds of identity, rather than a re-theorisation of it. Most >>> significantly, it can be used to show how negative experiences can >>> be drawn on in order to bring about positive pedagogical outcomes. >>> >>> >>> However, I would be interested to?know if anyone else thinks that >>> existential funds of identity complements or contradicts the concept >>> developed by Moises. >>> >>> >>> >>> 2)??????? How we could link the concepts of identity and perezhivanie? >>> >>> >>> Good question! For me. identity is an open-ended process that is >>> both personal and social in nature. For this reason, perezhivanie is >>> a really useful concept to bring this relationship into focus. >>> Firstly, it shows how development is the result of the dialectical >>> relationship between the mind and the environment. This relates to >>> identity in a big way, as it suggests that identity is quite fluid: >>> we are different people indifferent times and across different >>> contexts. Perezhivanie is relevant here as it helps to explain the >>> way individuals relate differentially to their environments. In >>> relation to my teaching, I have found that students do not embody >>> fixed identities that they take with them from class to class, but >>> construct new identities in response to their classes - the teacher, >>> the students, the subject. To draw upon, and extend Thompson and >>> Hall's (2008) metaphor of 'virtual school bags of knowledge' - >>> students do not only bring one school bag with them, but have many >>> different bags from which they draw in the construction, and >>> performance, of their classroom identities. >>> >>> >>> This realisation leadme to question the role of labelling that you >>> often find in staff rooms - this is the 'difficult' student, this is >>> the 'gifted' student, etc. By observing students' behaviour in other >>> classes, I realised that there was something going on between the >>> students and their environments - hence the link between identity >>> and perezhivanie. Rather than engaging with the imposed label (that >>> really says more about our deficit thinking than the students >>> themselves) we should engage with the students' lived experiences of >>> their social world - both positive and negative. >>> >>> >>> 3)??????? One of the aims of funds of identity is to develop an approach >>> to the construct ?identity? that had educational implications. What >>> are the >>> educational/pedagogical implications of the existential funds of >>> identity? >>> >>> >>> This is a bit more of a complicated one! I do agree with your >>> assertion that drawing upon minoritised students' negative or >>> problematic experiences could lead to the reproduction of deficit >>> thinking. However, I do think that if handled ethically, teachers >>> can draw upon both light and dark funds of identity in order to >>> valorise the whole child and their social worlds. So pedagogically, >>> existential funds of identity can help to develop 'thick' stranded >>> relationships between teachers and students. Moreover, it can also >>> bridge the gap between the classroom and home by acknowledging that >>> life and individual experiencing is complex and multi-layered, often >>> involving critical moments that are ambivalent in nature. I have to >>> say that this approach may not be appropriate for younger learners. >>> I had in mind adolescent learners when I developed the idea of >>> existential funds of identity. >>> >>> >>> >>> Cheers, >>> >>> >>> Adam >>> >>> >>> >>> >>> >>> This message and any attachment are intended solely for the >>> addressee and may contain confidential information. If you have >>> received this message in error, please send it back to me, and >>> immediately delete it. Please do not use, copy or disclose the >>> information contained in this message or in any attachment. Any >>> views or opinions expressed by the author of this email do not >>> necessarily reflect the views of The University of Nottingham Ningbo >>> China. 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URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180626/a93ca84f/attachment-0001.html ------------------------------ Message: 21 Date: Fri, 29 Jun 2018 11:00:48 +0000 From: Peter Smagorinsky Subject: [Xmca-l] FW: Celebration of Vera John-Steiner's Life To: "eXtended Mind, Culture, Activity" Message-ID: Content-Type: text/plain; charset="utf-8" From: Holbrook Mahn Sent: Thursday, June 28, 2018 4:34 PM To: lwix@umn.edu; bclinchy@wellesley.edu; mels44@cox.net; lchcmike@gmail.com; nanel@workingclassroom.org; PatriciaStJohn@aol.com; Peter Smagorinsky Subject: Celebration of Vera John-Steiner's Life Dear Friend of Vera?s, Attached is a flyer on an event on July 7th in Santa Fe to celebrate Vera?s life. Please feel free to distribute widely to other colleagues and list serves to which you subscribe. Thank you, Holbrook Holbrook Mahn Professor Language, Literacy, & Sociocultural Studies Educational Linguistics Program Coordinator -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180629/ee3ed74e/attachment.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Vera flyer - Santa Fe.pdf Type: application/pdf Size: 286922 bytes Desc: Vera flyer - Santa Fe.pdf Url : http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180629/ee3ed74e/attachment.pdf ------------------------------ _______________________________________________ xmca-l mailing list xmca-l@mailman.ucsd.edu https://mailman.ucsd.edu/mailman/listinfo/xmca-l End of xmca-l Digest, Vol 59, Issue 5 ************************************* This message and any attachment are intended solely for the addressee and may contain confidential information. If you have received this message in error, please send it back to me, and immediately delete it. Please do not use, copy or disclose the information contained in this message or in any attachment. Any views or opinions expressed by the author of this email do not necessarily reflect the views of The University of Nottingham Ningbo China. This message has been checked for viruses but the contents of an attachment may still contain software viruses which could damage your computer system: you are advised to perform your own checks. Email communications with The University of Nottingham Ningbo China may be monitored as permitted by UK and Chinese legislation. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://mailman.ucsd.edu/pipermail/xmca-l/attachments/20180629/def95f90/attachment.html