Dear Colleagues,
The College of Education at the University of Illinois at Chicago is
conducting searches for two faculty positions: 1) Mathematics Education
(Assistant); 2)Bilingual/ESL Education (Associate/Full).
I have attached the listing. Please forward to any who might be interested.
If you have any questions you can contact Dr. Danny Martin
dbmartin@uic.edu(Mathematics Education) or myself for the Bilingual/ESL
position.
Thanks,
Aria Razfar
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of xmca-request@weber.ucsd.edu
Sent: Monday, October 04, 2010 2:00 PM
To: xmca@weber.ucsd.edu
Subject: xmca Digest, Vol 65, Issue 4
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Today's Topics:
1. Zoped As Chronotope (David Kellogg)
2. Yrjo Engestrom on Activity Theory on vimeo.com (Andy Blunden)
3. Re: Zoped As Chronotope (mike cole)
4. FW: Assistant Professor Urban Education UNCC (smago)
5. Faculty positions, CU-Boulder (Kevin O'Connor)
----------------------------------------------------------------------
Message: 1
Date: Sun, 3 Oct 2010 17:24:58 -0700 (PDT)
From: David Kellogg <vaughndogblack@yahoo.com>
Subject: [xmca] Zoped As Chronotope
To: xmca <xmca@weber.ucsd.edu>
Message-ID: <965723.69066.qm@web110302.mail.gq1.yahoo.com>
Content-Type: text/plain; charset=iso-8859-1
The other day I had dinner with Professor Yuji Moro and Professor Dongseop
Park, both of whom have published work on the unpredictability of the ZPD in
Mind, Culture, and Activity. There was a young graduate student in geography
who is doing a thesis on Vygotsky, Bakhtin and something she calls
"metro-glossia" (a rather good term for the centripetal tendencies of
language when you think about it). She gave an extremely interesting summary
of her work. But about halfway through it, I realized that she had a
GEOGRAPHER'S concept of the zone of proximal development.
What I mean by that is that she interprets the word "zone" literally, as
SPACE. The zone of proximal development is the space between the adult
performer and the child performer. We reduce its distance by putting the
tykes in pairs with more able peers, and we increase its distance by putting
them in T-S interactions with full-sized adults.
It's quite easy to see how THIS interpretation of the zone, as SPACE, will
lead in short order to the first of Chaiklin's non-Vygotskyan assumptions
about the zone, which I always think of as the "GAP" assumptions. G is for
the "Generality" assumption (viz. "There is a ZPD for EVERYTHING"). If the
zone is simply the space between the less able performer and the more able
one, or (more metaphorically) between the less able performance and the more
able performance, then there really is a ZPD for everything, and there is no
difference between a zone of proximal development and a zone of proximal
learning.
What is not so obvious is the effect that interpreting the zone as SPACE has
on the next term of the zoped, namely "proximal". If we interpret the zone
as space, then the word "proximal" means "nearby", and not, as in Francoise
Seve's excellent translation ("la zone prochaine de developpment") "next".
"Next" implies TIME just as "nearby" implies space. If we interpret the word
"proximial" as "nearby", this brings us in fairly short order to the next of
our "GAP" assumptions, namely the "Assistance" assumption (viz. "The ZPD is
what happens when the child receives assistance from someone nearby"). But
as Chaiklin points out, this means we lose the WHOLE of the precise
chronology of development that Vygotsky was working out in Thinking and
Speech and charting up for his unfinished work "Child Development" (Volume
Five of the Cllected Works"). Once again, no difference between a zone of
proximal development and a zone of proximal learning.
Once again, I think that interpreting "proximal" as referring to SPACE has a
big effect on the next term, namely "development", which then loses its
ontogenetic content and simply becomes a banal (almost behaviorist)
statement about microgenesis. (I have often thought that we should restrict
the use of the term microgenesis to ONLY those "aha" moments which can be
reliably linked to development and exclude "microgenetic" moments of mere
learning, but I recognize that this is a minority opinion.) Once again, the
interpretation of "development" as mere learning leads in short order to the
third of Chaiklin's "GAP" assumptions, namely "Potential" (viz. "The ZPD is
a potential waiting inside the child like an embryo surrounded by
endosperm"). Whatever the child grows into is then the product of the ZPD.
Once again, no difference between ZPD and ZPL.
But what is the alternative? It seems to me that the alternative is to
interpret the ZPD as a "chronotope", that is, a time-space continuum which
is produced by a particular speech genre, or rather the meta-speech genre
which corresponds, after the age of two, to the child's speech development.
On the one hand, it is a space, because it corresponds, at first quite
literally, to the child's "radius of subjectivity". When the child is
limited to ostension and simple indication, that radius is quite literally
an arm's length.
But more importantly, it is a movement of that space through time, because
the child's "radius of subjectivity" expands, first through indication, and
then through signification, and finally through the expansion into
complexes, and the explosion into concepts. It is, as we might have expected
all the long, the HISTORICAL, time dimension of the zoped which transforms a
mere zone of proximal learning into the zone of next development.
David Kellogg
Seoul National University of Education
------------------------------
Message: 2
Date: Mon, 04 Oct 2010 12:53:29 +1100
From: Andy Blunden <ablunden@mira.net>
Subject: [xmca] Yrjo Engestrom on Activity Theory on vimeo.com
To: ablunden@mira.net, "eXtended Mind, Culture, Activity"
<xmca@weber.ucsd.edu>
Message-ID: <4CA93399.5090705@mira.net>
Content-Type: text/plain; charset=ISO-8859-1; format=flowed
I happened upon a January 2002 video interview with Yrjo Engestrom on
the LCHC website, so I have added it to our vimeo collection.
http://vimeo.com/15516218
Andy
Andy Blunden wrote:
> A talk by Beth Ferholt entitled: "Adult and Child Development in the
> Zone of Proximal Development. Socratic Dialogue in a Playworld" is now
> avaiable on vimeo.com
>
> http://vimeo.com/groups/39473/videos/15011909
>
> This talk supports the 2-part video made in a classroom with kids
> planning a dramatic performance which people would have seen before.
> Robert Lecusay is also involved. Beth and Robert will be amending the
> video but it will remain available via the CHAT group on Vimeo:
>
> http://vimeo.com/groups/39473/videos
>
> Andy
>
> Andy Blunden wrote:
>> Many of you may be interested in the latest addition to the
>> collection of CHAT videos on vimeo.com:
>>
>> http://vimeo.com/14844396
>>
>> The video is an interview recorded via Skype in Melbourne Australia,
>> with Peter Smagorinsky in Athens, Georgia USA, on Vygotsky's
>> Psychology of Art.
>>
>> Apologies for the quality of the video at my end, but fortunately,
>> you won't see much of it. The quality of the video and audio at
>> Peter's end is OK.
>>
>> In a 30-minute interview one can't go too deep, but Peter does a
>> marvellous job of stimulating interest in the topic rather than
>> pontificating, and offers new angles on a number of issues of
>> interest to everyone on this list.
>>
>> Peter has a paper in an upcoming issue of MCA. I read the paper and
>> this gave us the basis for the interview. This is something anyone of
>> us could do, interviewing an MCA author. Peter's interview is not
>> intended to be at the level of peer reviewed research, but is a great
>> introduction to the topic of the journal article. Future xmca
>> discussions would possibly benefit from such interviews. The whole
>> job is done with Skype (which is free) and Vodburner which you can
>> 'hire' for $10 a month, and includes a somewhat clunky but adequate
>> video editing tool.
>>
>> Anyone interested in emulating this idea?
>>
>> Andy
>>
>
--
------------------------------------------------------------------------
*Andy Blunden*
Home Page: http://home.mira.net/~andy/
Videos: http://vimeo.com/user3478333/videos
Book: http://www.brill.nl/scss
------------------------------
Message: 3
Date: Sun, 3 Oct 2010 21:43:18 -0700
From: mike cole <lchcmike@gmail.com>
Subject: Re: [xmca] Zoped As Chronotope
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
<AANLkTinbP0uHTSXmbovZQsB7G2ywLZh0-YChFNScK=sQ@mail.gmail.com>
Content-Type: text/plain; charset=ISO-8859-1
Seems about right to me, David-- if you add that there are different time
scales so different temporal relations exist temporally that have an
inexorable impact on the the organization of the spatial properties.
Intuitively speaking.
I am working on what "LSV was thinking of when he used the term
"vryachivanie" in that text. It think that the solution(s) to that problem
and the idea of the zoped as a chronotope might be related... at least the
variety of possibilities, from "piercing" to "dissolving into/being absorbed
by" appear within the range of uses we have in our collection so far, with
time as circle and time as arrow both figuring into the picture.
Can spirals be far behind?
And then there is the "in the beginning was the deed" assumption that LSV
shares with Goethe and Bakhtin. Very like Dewey's critique of the reflex-arc
concept.
Interesting thoughts to take to bed to mull over by way of putting myself to
sleep (an interesting concept
all its own)
mike
On Sun, Oct 3, 2010 at 5:24 PM, David Kellogg
<vaughndogblack@yahoo.com>wrote:
> The other day I had dinner with Professor Yuji Moro and Professor Dongseop
> Park, both of whom have published work on the unpredictability of the ZPD
in
> Mind, Culture, and Activity. There was a young graduate student in
geography
> who is doing a thesis on Vygotsky, Bakhtin and something she calls
> "metro-glossia" (a rather good term for the centripetal tendencies of
> language when you think about it). She gave an extremely interesting
summary
> of her work. But about halfway through it, I realized that she had a
> GEOGRAPHER'S concept of the zone of proximal development.
>
> What I mean by that is that she interprets the word "zone" literally, as
> SPACE. The zone of proximal development is the space between the adult
> performer and the child performer. We reduce its distance by putting the
> tykes in pairs with more able peers, and we increase its distance by
putting
> them in T-S interactions with full-sized adults.
>
> It's quite easy to see how THIS interpretation of the zone, as SPACE, will
> lead in short order to the first of Chaiklin's non-Vygotskyan assumptions
> about the zone, which I always think of as the "GAP" assumptions. G is for
> the "Generality" assumption (viz. "There is a ZPD for EVERYTHING"). If the
> zone is simply the space between the less able performer and the more able
> one, or (more metaphorically) between the less able performance and the
more
> able performance, then there really is a ZPD for everything, and there is
no
> difference between a zone of proximal development and a zone of proximal
> learning.
>
> What is not so obvious is the effect that interpreting the zone as SPACE
> has on the next term of the zoped, namely "proximal". If we interpret the
> zone as space, then the word "proximal" means "nearby", and not, as in
> Francoise Seve's excellent translation ("la zone prochaine de
developpment")
> "next". "Next" implies TIME just as "nearby" implies space. If we
interpret
> the word "proximial" as "nearby", this brings us in fairly short order to
> the next of our "GAP" assumptions, namely the "Assistance" assumption
(viz.
> "The ZPD is what happens when the child receives assistance from someone
> nearby"). But as Chaiklin points out, this means we lose the WHOLE of the
> precise chronology of development that Vygotsky was working out in
Thinking
> and Speech and charting up for his unfinished work "Child Development"
> (Volume Five of the Cllected Works"). Once again, no difference between a
> zone of proximal development and a zone of proximal learning.
>
> Once again, I think that interpreting "proximal" as referring to SPACE has
> a big effect on the next term, namely "development", which then loses its
> ontogenetic content and simply becomes a banal (almost behaviorist)
> statement about microgenesis. (I have often thought that we should
restrict
> the use of the term microgenesis to ONLY those "aha" moments which can be
> reliably linked to development and exclude "microgenetic" moments of mere
> learning, but I recognize that this is a minority opinion.) Once again,
the
> interpretation of "development" as mere learning leads in short order to
the
> third of Chaiklin's "GAP" assumptions, namely "Potential" (viz. "The ZPD
is
> a potential waiting inside the child like an embryo surrounded by
> endosperm"). Whatever the child grows into is then the product of the ZPD.
> Once again, no difference between ZPD and ZPL.
>
> But what is the alternative? It seems to me that the alternative is to
> interpret the ZPD as a "chronotope", that is, a time-space continuum which
> is produced by a particular speech genre, or rather the meta-speech genre
> which corresponds, after the age of two, to the child's speech
development.
>
> On the one hand, it is a space, because it corresponds, at first quite
> literally, to the child's "radius of subjectivity". When the child is
> limited to ostension and simple indication, that radius is quite literally
> an arm's length.
>
> But more importantly, it is a movement of that space through time, because
> the child's "radius of subjectivity" expands, first through indication,
and
> then through signification, and finally through the expansion into
> complexes, and the explosion into concepts. It is, as we might have
expected
> all the long, the HISTORICAL, time dimension of the zoped which transforms
a
> mere zone of proximal learning into the zone of next development.
>
> David Kellogg
> Seoul National University of Education
>
>
>
>
>
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
------------------------------
Message: 4
Date: Mon, 4 Oct 2010 17:02:53 +0000
From: smago <smago@uga.edu>
Subject: [xmca] FW: Assistant Professor Urban Education UNCC
To: "Ncrll (NCRLL@listserv.syr.edu)" <NCRLL@listserv.syr.edu>, CEE
Summit II <cee-summit2@lists.ncte.org>, 'lego'
<LEGO-L@listserv.uga.edu>, mca <xmca@ucsd.edu>
Message-ID:
<17119644E5258145931499091942C41E01F747@SN1PRD0202MB069.namprd02.prod.outloo
k.com>
Content-Type: text/plain; charset="us-ascii"
From: Salas, Spencer [mailto:ssalas@uncc.edu]
Sent: Monday, October 04, 2010 12:51 PM
To: smago
Subject: Assistant Professor Urban Education UNCC
Dear Peter,
Hope you are fine and I'm attaching the pdf of a new position here at UNCC
in Urban Education that I was hoping you could distribute widely. For the
language and literacy folks, they'll want to frame themselves as an Urban
Ed. people who do literacy as oppossed to a Literacy person who does Urban
Ed.
Sincerely,
Spencer
Urban Education UNC Charlotte: Assistant Professor, tenure-eligible. The
Curriculum and Instruction Ph.D. program invites applications for a
tenure-eligible position beginning August 15, 2011. This program offers
overarching emphasis in urban education with specializations in mathematics
education, literacy education, Teaching English to Speakers of Other
Languages (TESOL), and elementary education. The interdisciplinary program
involves faculty from the Department of Middle, Secondary, and K-12
Education; English; Mathematics; Reading and Elementary Education; and
Educational Leadership. It offers faculty cutting edge opportunities in
curriculum development, research, and service related to successful teaching
and learning in urban schools.
We seek faculty colleagues to join a high achieving, dynamic, and
collaborative College of Education. It is our goal to prepare professionals
who will contribute to the positive development of persons and to the
development of effective schools, including the alleviation and prevention
of many of today's problems and challenges. The College and this doctoral
program strive to develop a deep understanding of and respect for diversity
among students and colleagues. Therefore, we encourage applications from
professionals who can help us achieve this goal.
Responsibilities. The successful candidate will have primary
responsibility for teaching doctoral level courses in urban education and
other courses within the candidate's field as needed. Additional
responsibilities include mentoring and dissertation committee service, an
active research agenda related to successful teaching and learning in urban
settings, university service and partnerships with schools.
Qualifications. Candidates must hold an earned doctorate in education or a
closely-related field from an accredited university. They must have
expertise in one or more urban education themes such as multicultural
education, ESL and/or bilingual education, student achievement, parental and
community support systems, violence prevention, and school system challenges
and reform. Candidates must also present successful teaching experience at
the college or university level, demonstrated research ability, and a
research agenda related to the goals of the program and a record of
professional service including engagement with and service to schools.
Candidates should also demonstrate successful PK-12 teaching and/or have
experience working directly with teachers and/ or students in diverse public
school settings.
Setting: UNC Charlotte, North Carolina's urban research university offers
25,000 culturally diverse students a wide range of undergraduate and
graduate degree programs. The University is a rapidly growing institution
located in one of the New South's most beautiful cities. With a population
of over 1.8 million in its metropolitan region, there is a vast array of
cultural and recreational activities and outstanding medical and community
services to meet the interests and needs of a diverse population.
Charlotte, known for its beautiful canopies of stately oaks, is two hours
from the Blue Ridge Mountains and three and a half from the lovely Carolina
beaches. The climate is generally moderate with four seasons. The University
is within the bounds of Charlotte-Mecklenburg Schools, one of the largest
urban school districts in the country, serving 133,600 economically and
racially diverse pupils. Charlotte-Mecklenburg Schools receives widespread
recognition as one of America's b
est school districts.
With NCATE accreditation and a full-time faculty of 117, the College of
Education serves more than 3,000 students through undergraduate and graduate
programs, including four doctoral programs, and is one of the largest
teacher education programs in the state.
Application. Application materials should include:
1. A three-part cover letter describing (1) how the applicant's
professional qualifications relate to the position, (2) what themes of urban
education are within the candidate's expertise, and (3) how the applicant
can help the College attain its goal related to diversity (as stated above).
2. A current and complete curriculum vita.
3. Unofficial copies of transcripts of undergraduate and graduate
degree programs completed.
4. Names, addresses (including titles and institutions), telephone
numbers, and email addresses of five (5) references.
5. At least one scholarly example of writing in the form of research
article, book chapter, completed manuscript currently under review or
in-progress, or completed dissertation chapter.
6. Relevant supporting materials relevant to the candidate's
scholarship and teaching, including other sample publications and teaching
reviews (optional)
To Apply: Apply electronically at
https://jobs.uncc.edu<https://jobs.uncc.edu/>. Only electronic submissions
will be accepted. For additional information or informal inquiries, contact
Dr. Lan Quach Kolano (Lan.Kolano@uncc.edu<mailto:Lan.Kolano@uncc.edu> )
Chair, Search Committee.
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Message: 5
Date: Mon, 4 Oct 2010 11:31:32 -0600
From: "Kevin O'Connor" <Kevin.Oconnor@Colorado.EDU>
Subject: [xmca] Faculty positions, CU-Boulder
To: xmca <xmca@weber.ucsd.edu>
Message-ID: <042B0787-AE95-4092-A1F0-7292BA198317@colorado.edu>
Content-Type: text/plain; charset="us-ascii"
Dear Colleagues,
The School of Education at the University of Colorado is conducting searches
for three faculty positions: 1) Educational Psychology and Learning
Sciences; 2) Second Language Acquisition/Bilingual Education, and 3) Science
Education.
The listing is attached - please forward to any who might be interested.
Thanks,
Kevin
***
Kevin O'Connor
Assistant Professor
School of Education
University of Colorado
UCB 249
Boulder CO 80309
kevin.oconnor@colorado.edu
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