[Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie

[Greg Mcverry]

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 <jgregmcverry@gmail.com> 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/
> <https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf>
> 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 <a.j.gil@iped.uio.no>
> 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 <xmca-l-bounces@mailman.ucsd.edu>
>> on behalf of Greg Mcverry <jgregmcverry@gmail.com>
>> *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 <a.j.gil@iped.uio.no>
>> 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 Moisés 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 <xmca-l-bounces@mailman.ucsd.edu>
>>> on behalf of Adam Poole (16517826) <Adam.Poole@nottingham.edu.cn>
>>> *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
>>>
>>>
>>>
>>>
>>>
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>>
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