[Xmca-l] Re: 'funds' of knowledge and identity

[Huw Lloyd]

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 <julian.williams@manchester.ac.uk>
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: *<xmca-l-bounces@mailman.ucsd.edu> on behalf of Alfredo Gil <
> a.j.gil@iped.uio.no>
> *Reply-To: *"eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu>
> *Date: *Thursday, 21 June 2018 at 22:43
> *To: *Greg Mcverry <jgregmcverry@gmail.com>, "eXtended Mind, Culture,
> Activity" <xmca-l@mailman.ucsd.edu>
> *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 <jgregmcverry@gmail.com>
> *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 <jgregmcverry@gmail.com>
> 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
> <https://medium.com/humane-tech/12-things-everyone-should-understand-about-tech-d158f5a26411>"
> that would pass Stommel's test for Ethical online learning
> <https://www.slideshare.net/jessestommel/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.
>
>
>
>
>
>
>
>
>
>
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