thanks Andy -
i think you well captured a segment of the North American youth
population,
but i wonder if these conditions of home and school/work are generalizable,
given the wide-spread illiteracy in the world populations.
as i read your thoughts i was wondering if these contexts are relevant to
children
in rural Chile,
or street children in Bombay or rural areas of Russia,
Bulgaria, Hungary, or Turkey, Iran, Iraq, Palestine,
or Central America, North - Central Africa,
Pacific Isles and so on?
i do see how money can become a structural sign in certain cultures and
urban populations of Western influence,
but i also see how many people's perceptions are altered in contexts of
personal loss,
crisis-traumas (accidents, separation, any unexpected life-threatening
drama) -
such that "value" changes, and with it, a different relation with "money",
and with that,
a different or emergent perception that un-writes the previous 'scheme' of
making sense -
so,
yes, your description makes sense, but i wonder if _I_ am so naive as to
think it is
not so prevalent, or if it is an underlying structure that is more
globally dispersed
in-relation to any community in the current climate of capitalism?
so many children never go to school, of course, or have parents who survive
their children's youth (due to civil war or poverty) - so many children
are abandoned or sold into slave labour -
how does this "sign" translate across these contexts?
diane
**********************************************************************
:point where everything listens.
and i slow down, learning how to
enter - implicate and unspoken (still) heart-of-the-world.
(Daphne Marlatt, "Coming to you")
***********************************************************************
diane celia hodges
university of british columbia, centre for the study of curriculum and
instruction
==================== ==================== =======================
university of colorado, denver, school of education
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