And, of course, the Roth and Lee article in RER on "Vygotsky's Neglected
Legacy": Cultural-Historical Activity Theory.
On Sun, 9 Sep 2007, Mike Cole wrote:
> Jim wertsch wrote that the topic of history of
> socio-cultural-historical-activity-approaches was probably worth
> several symposia, Cathrene.
>
> The "AT in a nutshell" chapter in Kaptilinin and Nardi (or versa vice) is
> another interesitng historical account
> to add to the growing list.
> mike
>
> On 9/9/07, Cathrene Connery <cconnery@ithaca.edu> wrote:
>>
>> Olga Vasquez wrote:
>>>> Thanks Judith,
>>>
>>> We now have one more slot for the panel that Cathrene is proposing on
>>> the history
>>> of CHAT with individuals working on various aspects of the enterprise
>>> and different places
>>> of the earth.
>>>
>>> Cathrene, could you define it for us?
>>> Olga
>>>
>>>>
>>>> I am following up on the panel that I suggested based on the meeting
>>>> here in Brazil. What about a panel between ethnographers and chat
>>>> theorists to juxtapose the traditions on studying learning in and out
>>>> of schools
>>>>
>>>> I propose:
>>>>
>>>> Elsie Rockwell, Mexico
>>>>
>>>> Marietta de haan, the netherlands
>>>>
>>>> Clara Keating, Portugual (from David Barton's Group)
>>>>
>>>> robert rueda or luis moll or norma gonzalez, US
>>>>
>>>> responders--
>>>>
>>>> Carol Lee, US (or carol could talk and robert, luis or norma could
>>>> respond)
>>>>
>>>> Bernard Schnewley, Geneva
>>>>
>>>> On 9/7/07, Olga Vasquez
>>>> <<mailto:ovasquez@weber.ucsd.edu>ovasquez@weber.ucsd.edu> wrote:
>>>>
>>>> Dear Colleagues and friends,
>>>>
>>>> It is true, ISCAR will take place in San Diego! It is not a
>>>> malicious rumor. Everything is set--rooms, time schedule, etc.
>>>> However, our 6-campus planning committee is trying to maintain the
>>>> "complexity" and comprehensiveness that all our work embraces as the
>>>> basic unit of analysis, and
>>>> therefore are taking a little longer than usual to finalize our
>>>> vision and our schedule--as you
>>>> say below, working collaboratively across time, place, and
>>>> intersections of our theories, is a complex,
>>>> complicated thing to do. In fact, I wish that we could some how, some
>>>> day, broadcast some of
>>>> the ICHAT discussions we during our planning sessions--they are as
>>>> exhilarating as those on this forum.
>>>>
>>>> Do look for the announcement of the conference, "Ecologies of
>>>> Diversities" to come out in
>>>> the next two weeks. The conference will be held here at UCSD from
>>>> September 8 (welcoming
>>>> reception) to the 13th, 2008.
>>>>
>>>> Let us know what you all would like to propose for a symposia. Your
>>>> ideas are very much
>>>> in line with one of the emphases we want to give the
>>>> conference--systems of collaborative effort.
>>>>
>>>> I look forward to meeting you all,
>>>> Olga
>>>>
>>>> ISCAR Planning Committee
>>>>
>>>>> Hi Cathrene-
>>>>>
>>>>> Lets see what your initiative uncovers. A lot I hope. As to ISCAR,
>>>>> maybe the
>>>>> idea of an ISCAR in
>>>>> San Diego is just a malicious rumor? (The offer of a cot and key to
>>>>> the lab
>>>>> stand, so far no takers)
>>>>>
>>>>> Here is a small contribution to your project that might be of some
>>>>> interest.
>>>>> Check out the first page of the document at
>>>>> <http://lchc.ucsd.edu/Pubs/CHILDPSY.pdf>
>> http://lchc.ucsd.edu/Pubs/CHILDPSY.pdf.
>>>>> Published in 1981. The "author"
>>>>> is labelled as lchc, but if you go to the bottom of the first page,
>>>>> there is
>>>>> a list of the contributors with non-acronymic names
>>>>> Perhaps there are some clues to history in that list?
>>>>> mike
>>>>>
>>>>> PS-- A search on Raeithel on lchc might yield a little information
>>>>> as well.
>>>>>
>>>>> On 9/7/07, Cathrene Connery
>>>>> <<mailto:cconnery@ithaca.edu>cconnery@ithaca.edu> wrote:
>>>>>>
>>>>>> Hi everyone:
>>>>>> Thanks to Mike for the interesting graphic by Arne Raethell. It is
>> a
>>>>>> beautiful heuristic and psychological tool. The notion of putting
>>>>>> together a session at ISCAR on this topic is actually a very good
>> one
>>>>>> ...and while the complexity of the task may appear to require the
>>>>>> spacial / relational intelligence of a cab driver from Chicago or
>>>>>> London, I believe that by elucidating the major thoroughfares, back
>>>>>> alleys, and main streets associated with CHAT would invite more
>>>>>> participants into the larger discussion.
>>>>>>
>>>>>> Like Mike, we are all swamped right now and are likely to be
>>>>>> heading to
>>>>>> the gym or the bar. (Perhaps I am the only person on the East Coast
>>>>>> still in her office on Friday at 5:00 p.m.?) However, if the
>>>>>> weight of
>>>>>> this question could be amicably shouldered by the collective,
>>>>>> distributed intelligence and historical memory of this list serve, I
>>>>>> think the task is doable. What if everyone took a deep breath,
>> typed
>>>>>> the stem "In the beginning...." and wrote in a stream of conscious
>>>>>> fashion knowing that there is a younger generation of scholars, an
>>>>>> eager
>>>> >> audience, who need and look up to your guidance? One or two
>>>> paragraphs
>>>>>> would be enough. Perhaps people on the list serve could agree to
>>>>>> disagree in advance without challenging others interpretations? The
>>>>>> results might be very interesting: a multi-dimensional prism
>>>>>> highlighting the many colors / interpretations of the field.
>>>>>>
>>>>>> The CHAT community is unique among list serves exhibiting a
>>>>>> comraderie
>>>>>> and respect other electronic conversations don't reflect. If each
>>>>>> person could highlight a piece of the puzzle related to their
>>>>>> interest,
>>>>>> we'd have a fascinating mosaic from which we could co-construct
>>>>>> individual and perhaps, a collective vision. Besides, we don't want
>>>>> > Mike to go through life out of breath, experiencing his
>>>>> responsibilities
>>>>>> to the list serve like one of those slick TV wrestlers who heaves
>>>>>> bodies
>>>>> > across the ring. As far as the cot and key are concerned, if
>>>>> there
>>>>>> are any opportunities to do post-doc work, please let me know!
>>>>>> Happy Friday,
>>>>>> Cathrene
>>>>>>
>>>>>>
>>>>>>
>>>>>> Mike Cole wrote:
>>>>>> > HUGE FONT FOR HUGE QUESTION!!!
>>>>>> > Now for the small print - read with care)
>>>>>> > (I volunteer to do this work on condition that members of xmca
>>>>>> complete
>>>>>> two
>>>>>> > grant proposals required in next few weeks, prepare for,
>>>>>> > and teach my fall classes! I will provide a cot and key to LCHC
>>>>>> to my
>>>>>> > substitute at UCSD during this time period. And when I am done,
>>>>>> > like the dragon's teeth that Jason stirred up looking for the
>>>>>> golden
>>>>>> fleece,
>>>>>> > a thousand better informed colleagues will point out the
>>>>>> > total idiocy of my interpretation of history)
>>>>>> >
>>>>>> > Now, feeling all springy and cool after the passing fit of local
>>>>>> hot
>>>>>> air, I
>>>>>> > will say that
>>>>>> > I think it would be most useful, if there is genuine interest in
>>>>>> such
>>>>>> > historical excavation,
>>>>>> > exegesis, and exciting prospects, that it be (shhhhh) a collective
>>>>>> effort.
>>>>>> >
>>>>>> > There are books written on this topics, several chapters of
>>>>>> books about
>>>>>> > which some members
>>>>>> > of xmca are presumably knowledgeable because their names are
>>>>>> attached to
>>>>>> > them, as well as
>>>>>> > many papers written on this topic in many languages, and hot
>>>>>> disputes
>>>>>> about
>>>>>> > this topic in several
>>>>>> > world capitals as we stare at our screens. There is even a lot
>>>>>> to be
>>>>>> found
>>>>>> > by goggling on lchc.
>>>>>> >
>>>>>> > For the moment (I am about to join my family after a long day of
>>>>>> work) I
>>>>>> > append a graphical genaeology (sp?) created by Arne Raeithel
>>>>>> that may
>>>>>> > indicate some of the territory to be covered in a way some will
>>>>>> find
>>>>>> useful.
>>>>>> > I have a few documents around the lab I can dig up that most will
>>>>>> > not know about that are relevant. But this topic, if people
>>>>>> really want
>>>>>> to
>>>>>> > engage it, requires willingness of many to cooperate in a
>>>>>> collaborative
>>>>>> > archeaology of ideas.
>>>>>> >
>>>>>> > Perhaps this would make an interesting general symposium at
>>>>>> ISCAR next
>>>>>> year,
>>>>>> > if the organizers, wherever they are hiding, ever get around
>>>>>> > to making public their plans for that august occasion.
>>>>>> >
>>>>>> > mike
>>>>>> >
>>>>>> >
>>>>>> > On 9/6/07, Worthen, Helena Harlow <<mailto:hworthen@ad.uiuc.edu>
>>>>>> hworthen@ad.uiuc.edu> wrote:
>>>>>> >
>>>>>> >> I second the request from Cathrene Connery and Donald James
>>>>>> Cunningham
>>>>>> >> to hear from some who have tried how they (you) present CHAT. The
>>>>>> >> historical perspective (behaviorism, cognitive science,
>>>>>> sociocultural
>>>>>> >> perspectives) seems like a necessary one. But what were the
>>>>>> problems at
>>>>>> >> each point that pushed things onward?
>>>>>> >>
>>>>>> >> Helena
>>>>>> >>
>>>>>> >>
>>>>>> >> Helena Worthen
>>>>>> >> Clinical Associate Professor
>>>>>> >> Labor Education Program
>>>>>> >> Institute of Labor & Industrial Relations
>>>>>> >> 504 E. Armory, Room 227
>>>>>> >> Champaign, IL 61821
>>>>>> >> Phone: 217-244-4095
>>>>>> >> <mailto:hworthen@uiuc.edu>hworthen@uiuc.edu
>>>>>> >> -----Original Message-----
>>>>>> >> From:
>>>>>> <mailto:xmca-bounces@weber.ucsd.edu>xmca-bounces@weber.ucsd.edu
>>>>>> [mailto:<mailto:xmca-bounces@weber.ucsd.edu>
>>>>>> xmca-bounces@weber.ucsd.edu]
>>>> >> >> On Behalf Of Cathrene Connery
>>>>>> >> Sent: Thursday, September 06, 2007 5:59 PM
>>>>>> >> To: eXtended Mind, Culture, Activity
>>>>>> >> Subject: [xmca] The Evolution of CHAT
>>>>>> >>
>>>>>> >> Tony Whitson wrote:
>>>>>> >>
>>>>>> >>> Don,
>>>>>> >>>
>>>>>> >>> Sorry for the delay in responding to this -- but I think it's
>>>>>> a useful
>>>>>> >>>
>>>>>> >>> question for discussion in this group.
>>>>>> >>>
>>>>>> >>> I want to respond quickly on another point before getting to
>>>>>> your main
>>>>>> >>>
>>>>>> >>> question about teaching CHAT.
>>>>>> >>>
>>>>>> >>> First, you write:
>>>>>> >>>
>>>>>> >>>> I've taught the usual suspects (behaviorism,
>>>>>> >>>> Bandura, Piaget, cognitive information processing) for years
>>>>>> and have
>>>>>> >>>>
>>>>>> >> a
>>>>>> >>
>>>>>> >>>> pretty good idea about them but would appreciate some help on
>>>>>> CHAT.
>>>>>> >>>>
>>>>>> >>> Where I am, students have learned a story about how once upon
>>>>>> a time
>>>>>> >>> the world was ruled by the behaviorists, but they've been
>>>>>> vanquished
>>>>>> >>> by the (scientifically, pedagogically, politically, and morally)
>>>>>> >>> superior forces of Cognitive Science. They think that's where
>> the
>>>>> >>>> story ends (as in the "End of History" celebrated since
>>>>> Daniel Bell in
>>>>>> >>>
>>>>>> >>> the early 60's, where history completes itself with the
>> universal
>>>>> >>>> triumph of capitalism).
>>>>>> >>>
>>>>>> >>> I think it's important for students to learn about what's
>>>>>> happening
>>>>>> >>> "beyond cognitivism." For me, this is not just a matter of
>>>>>> theory or
>>>>>> >>> intellectual politics: My students just won't understand
>>>>>> anything I'm
>>>>>> >>> saying or doing unless they understand that I'm addressing an
>>>>>> ontology
>>>>>> >>>
>>>>>> >>> in which cognition cannot be understood except as it is
>>>>>> embedded in
>>>>>> >>> the broader (not only cognitive) projects and processes of
>>>>>> being and
>>>>>> >>> becoming. CHAT takes this stance against reductive
>>>>>> cognitivism, and
>>>>>> >>> CHAT cannot be understood (IMHO) without recognizing this. I
>>>>>> think
>>>>>> >>> Wenger & the Communities of Practice literature perhaps makes
>>>>>> this
>>>>>> >>> point more directly and accessibly, although details have not
>>>>>> been
>>>>>> >>> theorized as extensively as in CHAT. Curriculum theory -- my
>>>>>> own home
>>>>>> >>> turf -- has always approached education as a matter of
>>>>>> ontology, not
>>>>>> >>> merely cognition ( i.e., not just Knowing, but Being and
>>>>>> Becoming).
>>>>>> >>>
>>>>>> >>> So, I would want to tell the story of behaviorist hegemony
>>>>>> giving way
>>>>>> >>> to cognitivist hegemony, which in turn is being challenged by
>>>>>> a turn
>>>>>> >>> to the broader perspective of social ontology. This is not to
>>>>>> say that
>>>>>> >>>
>>>>>> >>> the reductivist ideology of cognitivISM is replaced by an
>>>>>> ideology of
>>>>>> >>> postcognitivISM (see my post at
>>>>>> <http://postcog.net>http://postcog.net ); Nor is it a call
>>>>>> >>>
>>>>>> >>> for hegemonic "postcognitivism" in place of hegemonic
>>>>>> cognitivism.
>>>>>> >>>
>>>>>> >>> One good source is Lave, Jean. "Teaching, as Learning, in
>>>>>> Practice."
>>>>>> >>> Mind, Culture, and Activity 3, no. 3 (1996): 149-64.
>>>>>> >>> I think this particular point might come through more strongly
>> in
>>>>>> >>> Lave, Jean. "Learning as Participation in Communities of
>>>>>> Practice."
>>>>>> >>> Paper presented at the American Educational Research
>>>>>> Association, San
>>>>>> >>> Francisco 1992.
>>>>>> >>> (This paper is now linked from
>>>>>> <http://postcog.net/#Lave>http://postcog.net/#Lave . This is the
>>>>>> >>> paper Jean presented in the symposium that David Kirshner and I
>>>>>> >>> organized, which grew into our book _Situated Cognition_,
>>>>>> although a
>>>>>> >>> different piece was used as her chapter in the book. The MCA
>>>>>> article
>>>>>> >>> includes aspects of the AERA paper, although its scope is
>>>>>> broader and
>>>>>> >>> the social ontology argument may be less central to the complete
>>>>>> >>> published article.)
>>>>>> >>>
>>>>>> >>> With regard to your main question, you write:
>>>>>> >>>
>>>>>> >>>> [I] was wondering if any of you would be
>>>>>> >>>> willing to share with me (and other XMCAers) how you present
>>>>>> CHAT. I
>>>>>> >>>> mean, I don't think undergrads are going to be too interested
>>>>>> in the
>>>>>> >>>> distinction between action and activity or working out the
>>>>>> concept of
>>>>>> >>>> "object". Or am I wrong?
>>>> >> >>>>
>>>>>> >>> This could be a very interesting discussion for XMCA.
>>>>>> >>> As you suggest, for an undergrad Ed Psych class, it might be
>>>>>> best to
>>>>>> >>> streamline CHAT a bit. However, I don't think the
>> differentiation
>>>>>> >>> among the three levels of activity, action, and operations is
>>>>>> >>> dispensable. I think it's necessary to see activities and
>>>>>> activity
>>>>>> >>> systems emerging on a social/cultural level beyond consciously
>>>>>> >>> goal-oriented action, and to see the role of routinized
>>>>>> operational
>>>>>> >>> activity that does not require conscious attention.
>>>>>> >>>
>>>>>> >>> It would be helpful to develop introductory approaches for this
>>>>>> >>> audience. Starting points could include the resources at
>>>>>> >>>
>>>>>> <http://www.edu.helsinki.fi/activity/pages/chatanddwr/>
>> http://www.edu.helsinki.fi/activity/pages/chatanddwr/
>>>>>>
>>>>>> >>> and
>>>>>> >>> Roth, Wolff-Michael, and Yew-Jin Lee. ""Vygotsky's Neglected
>>>>>> Legacy":
>>>>>> >>> Cultural-Historical Activity Theory." Review of Educational
>>>>>> Research
>>>>>> >>> 77, no. 2 (2007): 186-232.
>>>>>> >>> as well as
>>>>>> >>> pp. 27-47 in Spinuzzi, Clay. Tracing Genres through
>>>>>> Organizations: A
>>>>>> >>> Sociocultural Approach to Information Design. Cambridge,
>>>>>> Mass.: MIT
>>>>>> >>> Press, 2003.
>>>>>> >>> and
>>>>>> >>> pp. 29-72 ("Activity Theory in a Nutshell") in Kaptelinin,
>>>>>> Victor, and
>>>>>> >>>
>>>>>> >>> Bonnie A. Nardi. Acting with Technology: Activity Theory and
>>>>> >>>> Interaction Design. Cambridge, Mass.: MIT Press, 2006.
>>>>>> >>>
>>>>>> >>> On Wed, 29 Aug 2007, Cunningham, Donald James wrote:
>>>>> >>>>
>>>>>> >>>
>>>>>> >>>> And in a week or so, I will begin teaching an undergraduate
>>>>>> class in
>>>>>> >>>> "Educational Psychology" for future teachers. It has been a
>>>>>> few years
>>>>>> >>>> since I taught such a class and was wondering if any of you
>>>>>> would be
>>>>>> >>>> willing to share with me (and other XMCAers) how you present
>>>>>> CHAT. I
>>>>>> >>>> mean, I don't think undergrads are going to be too interested
>>>>>> in the
>>>>>> >>>> distinction between action and activity or working out the
>>>>>> concept of
>>>>>> >>>> "object". Or am I wrong? I've taught the usual suspects
>>>>>> (behaviorism,
>>>>>> >>>> Bandura, Piaget, cognitive information processing) for years
>>>>>> and have
>>>>>> >>>>
>>>>>> >> a
>>>>>> >>
>>>>>> >>>> pretty good idea about them but would appreciate some help on
>>>>>> CHAT.
>>>>>> >>>>
>>>>>> >>>>
>>>>>> >>>>
>>>>>> >>>> Don Cunningham
>>>>>> >>>> Indiana University
>>>>>> >>>>
>>>>>> >>>> Ancora Imparo!
>>>>>> >>>>
>>>>>> >>>>
>>>>>> >>>> -----Original Message-----
>>>>>> >>>> From:
>>>>>> <mailto:xmca-bounces@weber.ucsd.edu>xmca-bounces@weber.ucsd.edu
>>>>>> >>>>
>>>>>> >>
>>>>>> [mailto:<mailto:xmca-bounces@weber.ucsd.edu>
>> xmca-bounces@weber.ucsd.edu]
>>>>>>
>>>>>> >>
>>>>>> >>>> On Behalf Of Mike Cole
>>>>>> >>>> Sent: Wednesday, August 29, 2007 6:13 PM
>>>>>> >>>> To: eXtended Mind, Culture, Activity
>>>>>> >>>> Subject: [xmca] mediational theories of mind: Suggestions
>>>>>> requested
>>>>>> >>>>
>>>>>> >>>> Dear Xmca-ites---
>>>>>> >>>>
>>>>>> >>>> Toward the end of the month I will begin teaching a grad
>>>>>> course on
>>>>>> >>>> mediational theories of mind.
>>>>>> >>>> I would love suggestions for interesting readings.
>>>>>> >>>> We will be looking in a sort of "mcLuhanesque" way at the
>>>>>> affordances
>>>>>> >>>>
>>>>>> >> of
>>>>>> >>
>>>>>> >>>> different kinds of mediators
>>>>>> >>>> in human action/activity/mind.
>>>>>> >>>>
>>>>>> >>>> So, language and thought
>>>>>> >>>> writing
>>>>>> >>>> film
>>>>>> >>>> music
>>>>>> >>>> tv
>>>>>> >>>> rituals
>>>>>> >>>> games
>>>>>> >>>> .........
>>>>>> >>>>
>>>>>> >>>> Starting with early 20th century writers of general
>>>>>> familiarity to
>>>>>> >>>> members
>>>>>> >>>> of this list, I have been thinking about including
>>>>>> >>>> such works as Cszikentmihalyi, "meaning of things," Turkle's
>>>>>> recent
>>>>>> >>>> "evocative objects," and perhaps something on mediated
>>>>>> >>>> behavior in large groups such as "the wisdom of crowds."
>>>>>> >>>>
>>>>>> >>>> Any and all suggestions warmly welcomed. So much going on its
>>>>>> hard to
>>>>>> >>>> even
>>>>>> >>>> think about how to begin to think about this
>>>>>> >>>> upcoming fall!!
>>>>>> >>>>
>>>>>> >>>> mike
>>>>>> >>>> _______________________________________________
>>>>>> >>>> xmca mailing list
>>>>>> >>>> <mailto:xmca@weber.ucsd.edu>xmca@weber.ucsd.edu
>>>>>> >>>>
>>>>>> <http://dss.ucsd.edu/mailman/listinfo/xmca>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>> >> >>>> _______________________________________________
>>>>>> >>>> xmca mailing list
>>>>>> >>>> <mailto:xmca@weber.ucsd.edu>xmca@weber.ucsd.edu
>>>>>> >>>>
>>>>>> <http://dss.ucsd.edu/mailman/listinfo/xmca>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>>>> >>>>
>>>>>> >>>>
>>>>>> >>> Tony Whitson
>>>>>> >>> UD School of Education
>>>>>> >>> NEWARK DE 19716
>>>>>> >>>
>>>>>> >>> <mailto:twhitson@udel.edu>twhitson@udel.edu
>>>>>> >>> _______________________________
>>>>>> >>>
>>>>>> >>> "those who fail to reread
>>>>>> >>> are obliged to read the same story everywhere"
>>>>>> >>> -- Roland Barthes, S/Z (1970)
>>>>>> >>> _______________________________________________
>>>>>> >>> xmca mailing list
>>>>>> >>> <mailto:xmca@weber.ucsd.edu>xmca@weber.ucsd.edu
>>>>>> >>>
>>>>>> <http://dss.ucsd.edu/mailman/listinfo/xmca>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>>>> >>>
>>>>>> >> Hi everyone:
>>>>>> >> Tony's eloquent characterization of "behaviorist hegemony
>>>>>> giving way to
>>>>>> >> cognitivist hegemony, which in turn is being challenged by a
>>>>>> turn to
>>>>>> the
>>>>>> >>
>>>>>> >> broader perspective of social ontology" is well put. How CHAT
>>>>>> is being
>>>>>> >> presented to the rugged individualists (albeit mythological
>>>>>> entities)
>>>>>> in
>>>>>> >>
>>>>>> >> our teacher ed programs is of interest to me as well. It would
>>>>>> further
>>>>>> >> be helpful for CHAT neophytes like myself to hear how those of
>>>>>> you who
>>>>>> >> have shaped CHAT view how the domain has genetically evolved
>>>>>> and, in
>>>>>> >> some cases, splintered (i.e. the differences between
>> sociocultural
>>>>>> >> theory vs. activity theory). Thanks for engaging in an
>>>>>> interesting
>>>>>> >> discussion. I realize this topic has already been hashed out
>>>>>> on-line
>>>>>> >> previously, but it was Lev that said we only truly know
>>>>>> something when
>>>>>> >> we view it in motion.
>>>>>> >> Cathrene
>>>>>> >>
>>>>>> >> --
>>>>>> >> Dr. M. Cathrene Connery
>>>>>> >> Assistant Professor of Education
>>>>> >>> 607.274.7382
>>>>>> >> Ithaca College
>>>>>> >>
>>>>>> >> _______________________________________________
>>>>>> >> xmca mailing list
>>>>>> >> <mailto:xmca@weber.ucsd.edu>xmca@weber.ucsd.edu
>>>>> >>>
>>>>> <http://dss.ucsd.edu/mailman/listinfo/xmca>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>
>>>>>> >> _______________________________________________
>>>>>> >> xmca mailing list
>>>>>> >> <mailto:xmca@weber.ucsd.edu>xmca@weber.ucsd.edu
>>>>>> >>
>>>>>> <http://dss.ucsd.edu/mailman/listinfo/xmca>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>>>> >>
>>>>>> >>
>>>>>> >>
>>>>>> >>
>>
>>>>>> ------------------------------------------------------------------------
>>>>>>
>>>>>> >>
>>>>>> >>
>>
>>>>>> ------------------------------------------------------------------------
>>>>>>
>>>>>> >>
>>>>>> >> _______________________________________________
>>>>>> >> xmca mailing list
>>>>>> >> <mailto:xmca@weber.ucsd.edu>xmca@weber.ucsd.edu
>>>>>> >>
>>>>>> <http://dss.ucsd.edu/mailman/listinfo/xmca>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>
>>>>>> >>
>>>>>>
>>>>>>
>>>>>> --
>>>>>> Dr. M. Cathrene Connery
>>>>>> Assistant Professor of Education
>>>>>> 607.274.7382
>>>>>> Ithaca College
>>>>>>
>>>>>>
>>>>> _______________________________________________
>>>>> xmca mailing list
>>>>> <mailto:xmca@weber.ucsd.edu>xmca@weber.ucsd.edu
>>>>> <http://dss.ucsd.edu/mailman/listinfo/xmca>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>
>>>>
>>>>
>>>> --
>>>>
>>>>
>>>> Olga A. Vasquez
>>>> Department of Communication
>>>> UCSD
>>>> 9500 Gilman Drive
>>>> La Jolla, CA 92093
>>>> (858) 534-6284
>>>
>>>
>> Hi all,
>> Thanks for your interest regarding the history of CHAT and the potential
>> ISCAR panel. Mike has forwarded some solid names on which to draw.
>> Steve's ideas regarding a master bibliography sound great. While we are
>> at it, why not consider a collection of essays or writings for a book?
>>
>> As far as the panel is concerned, I would be happy to define a direction
>> or write a proposal as soon as I can confirm the possibility of my
>> attending the conference. Second, I'd appreciate input from others
>> regarding those scholars who should be contacted as potential panelists
>> or contributors in some way. As a newcomer, I'd be loathe to leave
>> someone out and am relying on your expertise. So, please forward your
>> suggestions. In the meantime, if Olga could let me know what kind of
>> information she needs, I'll do a little work behind the scenes.
>> Best,
>> Cathrene
>>
>> --
>> Dr. M. Cathrene Connery
>> Assistant Professor of Education
>> 607.274.7382
>> Ithaca College
>>
>> _______________________________________________
>> 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
>
Tony Whitson
UD School of Education
NEWARK DE 19716
twhitson@udel.edu
_______________________________
"those who fail to reread
are obliged to read the same story everywhere"
-- Roland Barthes, S/Z (1970)
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
Received on Sun Sep 9 20:37 PDT 2007
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