Paul Dillon wrote:
>
> Thanks for the references. Leontiev's books are very difficult to find for
> those without access to a well stocked university library, ditto Luria
> although I do repeatedly search used books on the web.
>
> I've seen some of the work place stuff. My real interest here is how and
> when children "internalize" a class identity -- i use that term most freely
> without any quibble as to what it means except so as to include what Nate
> feels when he discusses coming into middle class academia from (I presume)
> some kind of working class background --excuse me Nate if I have this all
> wrong. In any event, the theme is common enough throughout world
> literature.
>
> I know that as I child I developed a notion of "the north and south side of
> Foothill Blvd." which really just connoted micro-class differences in the
> middle class. Also we have the notorious "wrong side of the tracks" (or the
> river if you live in St. Louis). It would seem that children's experiences
> of class distinctions and formation of a concept of these would constitute
> an interesting space to study internalization. Since Vygotsky clearly
> intended that cognition and motivation be treated as parts of holistic
> (grin) mental development it seems that these issues might have surfaced
> somewhere in the studies of child development. Motivation appropriate to
> one's place--as I was reminded tonight watching Gods and Monsters when the
> old director reminisces of his youth in post WWI Great Britain.
>
> Thanks again for the refs.
>
> Paul H. Dillon
> -----Original Message-----
> From: p-prior who-is-at uiuc.edu <p-prior@uiuc.edu>
> To: xmca who-is-at weber.ucsd.edu <xmca@weber.ucsd.edu>
> Date: Thursday, October 21, 1999 9:55 PM
> Subject: Re: question on class
>
> >I think Leont'ev's book, Problems of the development of the mind (1981),
> >pays explicit attention to class in the theory though not in the research
> >as I recall. Luria (1976), Cognitive development: Its cultural and social
> >foundations, one of the texts that report the cross-cultural studies
> >addresses some issues of class as well as culture. Scribner's workplace
> >studies (e.g., in Mind and social practice: Selected writings of Sylvia
> >Scribner, 1997) deals with cognitive practices in relation to labour
> >positions (e.g., delivery people vs. packers vs. office workers). I'm sure
> >there are more studies, but these come to mind.
> >
> >>Isn't this an example of internalization? Are there any studies of class
> in
> >>the CHAT tradition or studies in which class figures as an important
> >>element/category? At this point it's not crucial for me to know how
> "class"
> >>is defined as long as it includes a reference to the individual's relation
> >>to the productive process in sectoral terms, just whether some notion of
> >>class is employed.
> >>
> >>
> >>Paul H. Dillon
> >
> >