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[Xmca-l] Re: Interpreting videos

While watching the video, I was also reflecting on Jennifer and Rachael's
article being discussed.
The sense of agency which develops and is expressed through the
conversations where *we* are referencing *our* school. Jennifer mentioned
the concept of prolepsis [anticipatory AS IF perspective] as an ethical
weight carrying the responsibility of guiding the students through the act
of  creating *spaces/places which supports the students [and instructors]
shifting  perspectives.  Students are expressing their ability to act in
concert. Developing a felt *agency* as a genetic process. Also the concept
of analepsis was displayed in the film  AS the invoking of past experiences
WITHIN current experience. This prolepsis/analepsis couplet as a genre or
motif which invites the students to imagine themselves differently through
their shared conversations with each other. I'm suggesting the film can be
viewed through the lens of communicative praxis. This conversational
*space* permeating and enveloping ways of talking which express a unity of
both discourse AND action. This way of talking about *our school* mediating
shifts in identification within the *school* culture. Mediating  a felt
sense of belonging to the school as a contributing member of the school

On Sun, Sep 15, 2013 at 9:23 PM, David H Kirshner <dkirsh@lsu.edu> wrote:

> Mike,
> There's not much context given, but one assumes this change in the culture
> at Lincoln High is a result of a concerted effort by one or more
> individuals.
> The changes seem to include some pretty dramatic reorientations in
> identity structure of some students.
> These changes seem to have to do with a social analysis of some sort,
> reminiscent of Freire's work.
> The kids who have changed have come to see themselves as authors of change.
> The question I'd like to take up concerns scale-up. Can whatever was done
> at Lincoln be transported to other locations?
> If one puts on blinders (which sociohistorical theory warns us against),
> it seems possible to think in terms of the demographic at Lincoln, perhaps
> the management structure at Lincoln, and other internal factors. Perhaps
> the prospects for replication are good if change agents of similar
> perspective and talent are available.
> However, taking off the blinders, the success at Lincoln probably has a
> lot to do with the fact that the school is a singleton. I'm thinking not
> just of the energy and enthusiasm this produces for the initiators of
> change, but to the possibility that students' identity projects also have
> been marshaled by the uniqueness of the situation. In this respect, the
> conditions that are required for replication may never again exist.
> It seems to me, the only way in which this process of transformation can
> scale up is if it becomes part of a broad social movement (in the spirit of
> the U.S. Civil Rights era of the 1960). Approached at the level of the
> individual school this is likely to sputter and fade.
> David
> -----Original Message-----
> From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole
> Sent: Sunday, September 15, 2013 10:32 PM
> To: eXtended Mind, Culture,Activity
> Subject: [Xmca-l] Interpreting videos
> It would be very helpful to folks at LCHC if people on XMCA could check
> out this video and see what they can make of it.
> If you have 5 mins, take a peek.
> mike
> https://www.youtube.com/watch?v=bheM3NVRIdg