Mike and everyone,
People are more than welcome to use Barb's story in their classes.
Your interest has already given me some ideas of how to use it. I
hope anyone who uses it would share something about the dialogue it
generated with the list. I am eager to see how others see this interaction.
Among other things I see in this story a description of Barb's
struggle to create an environment where she and Annallee can develop
a relationship that is powerful, rather than a situation where Barb
is imposing her authority (as a teacher, as an adult) on Annallee and
on the relationship. I look forward to hearing what people create
with this story in their classes.
Carrie
At 01:18 PM 2/8/2007, you wrote:
>That really is a great fieldnote from Barb, Carrie. My students and I have
>been struggling
>together with the issue of how much help when (its a core theme in our
>practicum work
>organized around the notion of a zoped) so I, too, would appreciate
>permission to use it
>in class.
>mike
>
>On 2/8/07, Lara Beaty <larabeaty@gmail.com> wrote:
>>
>>Carrie, I really like the piece and would like to share it with a
>>fieldwork class of mine where we are working on using journals as
>>places for reflection as well as documentation. More importantly, this
>>captures many of the issues about power and solidarity that I'm trying
>>to analyze and that I struggle with in my relationships with students
>>as well as my children.
>>
>>There is a struggle between Barb and Annalee and within each of them
>>that reflects the power they actually have and that they wish to have.
>>Annalee desperately wants to master the task of opening the door
>>herself; she wants autonomy and competence, and the two really are
>>inseparable. Barb struggles with her role as the powerful one--the
>>authority--not only, I think, because of the hurried NY lifestyle but
>>because of an agenda set somewhere that walking down hallways and
>>opening doors are trivial, and she's "supposed to" set an agenda that
>>will socialize this child into the world of adults. Barb so beautifully
>>recognizes some aspects of this. She sees that this task is not trivial
>>for Annalee and that building solidarity was more important. Barb uses
>>her own power as the teacher to give Annalee the power to set the
>>agenda. I think that what Barb accomplishes is to convince Annalee that
>>she's on her side, not because she knows what's best, but because she
>>wants to collaboratively set agendas and accomplish tasks. She
>>transforms a power struggle into a moment to learn about cooperation.
>>Barb changed as she stepped outside the role of teacher/adult as
>>typically scripted and Annalee changed as she discovered that some help
>>could be accepted without diminishing her role in an activity.
>>
>>Maybe all this is obvious, but I'm grateful for the chance to describe
>>it in the terms I'm thinking with.
>>
>>Best,
>>Lara Beaty
>>
>>_______________________________________________
>>xmca mailing list
>>xmca@weber.ucsd.edu
>>http://dss.ucsd.edu/mailman/listinfo/xmca
>_______________________________________________
>xmca mailing list
>xmca@weber.ucsd.edu
>http://dss.ucsd.edu/mailman/listinfo/xmca
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
This archive was generated by hypermail 2b29 : Thu Mar 01 2007 - 10:36:50 PST