Depending on the analysis, 'social roles (class/race)' could sit at one end
of the base of the triangle mediating the relationship of the community to
the object of activity, or it could sit at the apex, mediating the teacher's
actions on the students -- right? I also wonder, how would others answer?
> -----Original Message-----
> From: Ares, Nancy [mailto:nancy.ares@rochester.edu]
> Sent: Monday, May 31, 2004 2:10 PM
> To: 'xmca@weber.ucsd.edu'
> Subject: social relations and mediation
>
>
> I posed a clumsy rhetorical question when I asked whether mediating
> artifacts and social relations would be grouped together in an activity
> system
> examined using Engestrom's triangle. My impression from Panofsky's chapter
> was that she was illuminating how students' learning opportunities were
> shaped through teachers' assumptions about
> social class status, and I was posing a query about the nature and role
> of varied influences in classrooms. There are clearly qualitative
> differences
> among such things as texts and computers, and social, historical
> constructs
> such as class, gender, and race or ethnicity. I see much
> confusion arise in
> students in my classes when we examine mediation, because they ask such
> questions as I did. What might other folks answer to my students?
>
> thanks,
> Nancy
>
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