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RE: RE: [xmca] Fleer/Hedegaard for discussion
The following archived LCHC newsletter written in July of 1982 discusses
much of this "socially situated institutional practices" in the beginning
time of the development of the 5th dimension.
Here is an excerpt:
I enjoyed the article as well and appreciate any research that provides
insight into how institutional practices can impact the development of a
child. Thank you to the authors for such great work!
"White, Phillip" <Phillip.White@ucdenver.edu>
Sent by: firstname.lastname@example.org
05/05/2010 01:35 PM
Please respond to "eXtended Mind, Culture, Activity"
To: "eXtended Mind, Culture, Activity" <email@example.com>
Subject: RE: RE: [xmca] Fleer/Hedegaard for discussion
Larry - your analysis fits with my understanding of agency, engagement and
identity. as Lave points out, these attributes do emerge out of
participation within activities -
also, while i have my own goals for the classroom, these goals are not
necessarily shared by the other participants within the classroom -
one point: you wrote -
"What the Fleer/Hedegaard article points out is how the REGULATORY
FUNCTION of socially situated institutional practices constrains [and
affords] particular developmental pathways. What I want to add is the
construct of ENGAGEMENT [as a movement or tension of RESPONSE and
WITHDRAWAL] and how institutional structures REGULATE this function of
engagement [or disengagement] "
i'm not so sure that Andrew is being confronted by "socially situated
institutional practices" as what i understand to be socially situated
practices operationalized by the classroom teacher(s).
the classroom teacher(s), i would think, had other ways of responding to
Phillip White, PhD
University of Colorado Denver
School of Education
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