[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: [xmca] Jones on Learning under capitalism
Thanks a million Peter!
On Wed, Nov 2, 2011 at 6:19 AM, Peter Smagorinsky <smago@uga.edu> wrote:
> Here's the ms. Version, which may have been edited on its way to
> publication. p
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of Helena Worthen
> Sent: Tuesday, November 01, 2011 3:46 PM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Jones on Learning under capitalism
>
> Robert, do you have the link for the Smagorinsky article?
>
> Helena
>
>
> Helena Worthen
> helena.worthen@berkeley.edu
> 21 San Mateo Road
> Berkeley, CA 94707
> Visiting Scholar, UCB Center for Labor Research and Education
> 510-828-2745
>
> On Nov 1, 2011, at 11:13 AM, Robert Lake wrote:
>
> > *Hi Everyone,*
> > *Don't forget this from Peter Smagorinsky (See below).*
> > *
> > *
> > *Robert Lake*
> >
> > In case anyone's interested, I coauthored a book chapter on Freire and
> > Vygotsky. In my view, they're a hard pair to match, as we outline in
> > the chapter. I don't have the final pdf but am attaching the last
> > version I have of the manuscript during editing.
> > The reference:
> > Souto-Manning, M., & Smagorinsky, P. (2010). Freire, Vygotsky, and
> > social justice theories in English education. In sj Miller & D.
> > Kirkland (Eds.), Change matters: Critical essays on moving social
> > justice research from theory to policy (pp. 41-51). New York: Peter Lang.
> >
> > On Tue, Nov 1, 2011 at 11:53 AM, Tony Whitson <twhitson@udel.edu> wrote:
> >
> >> I don't know of anyone who's analyzed Freire in terms of CHAT, but it
> >> would really interesting.
> >>
> >> In Freire's alphabetization/**conscientization work with adult
> >> peasants, the motivation for the activity is not literacy itself.
> >> Literacy is attained as a means for conducting the activity that is
> >> constructed in pursuit of motivating objects that are identified by
> >> the learners themselve; and there is a systematic use of written
> >> artefacts mediating the activity.
> >>
> >> On Tue, 1 Nov 2011, Silvio Marquardt wrote:
> >>
> >> Dear Ana,
> >>>
> >>
> >> Could you "situate" Freire`s statement within the activity system ?
> >> "Critical reading" as "Activity" seems to be something worth trying.
> >> How far is the "Freire-CHAT" debate up to now ?
> >>
> >> Yours, Silvio
> >>
> >> ______________________________**__
> >> From: Ana Paula B. R. Cortez <apbrcortez@yahoo.com.br>
> >> To: Haydi Zulfei <haydizulfei@rocketmail.com>; "eXtended Mind,
> >> Culture, Activity" <xmca@weber.ucsd.edu>
> >> Sent: Wednesday, 2 November 2011 12:10 AM
> >> Subject: Re: [xmca] Jones on Learning under capitalism
> >>
> >> Hello, everyone!
> >>
> >> Here is Freire's definition of reading, in "Carta de Paulo Freire aos
> >> professores" (Freire's letter to teachers - In Portuguese at:
> >> http://www.scielo.br/scielo.**php?script=sci_arttext&pid=**
> >> S0103-40142001000200013<http://www.scielo.br/scielo.php?script=sci_ar
> >> ttext&pid=S0103-40142001000200013>
> >> )
> >>
> >>
> >> "Ler é uma operação inteligente, difícil, exigente, mas gratificante.
> >> Ninguém lê ou estuda autenticamente se não assume, diante do texto
> ou do
> >> objeto da curiosidade a forma crítica de ser ou de estar sendo
> sujeito
> >> da curiosidade, sujeito da leitura, sujeito do processo de conhecer
> em
> >> que se acha. Ler é procurar buscar criar a compreensão do lido; daí,
> >> entre outros pontos fundamentais, a importância do ensino correto da
> >> leitura e da escrita. É que ensinar a ler é engajar-se numa
> experiência
> >> criativa em torno da compreensão. Da compreensão e da comunicação."
> >>
> >> My free translation of the extract:
> >>
> >>
> >> "Reading is an intelligent, difficult, demanding, but gratifying
> >> operation. Nobody authentically reads or studies if, facing the text
> >> or the object of his/her curiosity, he/she doesn't take a critical
> >> stance as the subject of curiosity, the subject of reading, the
> >> subject of the process of knowing where he/she is. Reading is to try
> >> to create the understanding of what's being read; therefore, among
> >> other crucial points, there lies the importance of teaching reading
> >> and writing in a correct way. Teaching how to read means engaging in a
> creative experience revolving understanding.
> >> Understanding and communication."
> >>
> >> Well, I don't think there is anything else to comment about it.
> >> Enjoy!
> >> Ana Paula Cortez
> >> __________________________________________
> >> _____
> >> xmca mailing list
> >> xmca@weber.ucsd.edu
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> >>
> >>
> >
> >
> > --
> > *Robert Lake Ed.D.
> > *Assistant Professor
> > Social Foundations of Education
> > Dept. of Curriculum, Foundations, and Reading Georgia Southern
> > University P. O. Box 8144
> > Phone: (912) 478-5125
> > Fax: (912) 478-5382
> > Statesboro, GA 30460
> >
> > *Democracy must be born anew in every generation, and education is its
> > midwife.*
> > *-*John Dewey.
> > __________________________________________
> > _____
> > 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
>
>
--
*Robert Lake Ed.D.
*Assistant Professor
Social Foundations of Education
Dept. of Curriculum, Foundations, and Reading
Georgia Southern University
P. O. Box 8144
Phone: (912) 478-5125
Fax: (912) 478-5382
Statesboro, GA 30460
*Democracy must be born anew in every generation, and education is its
midwife.*
*-*John Dewey.
__________________________________________
_____
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca