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[Xmca-l] Re: Interpreting videos
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- Subject: [Xmca-l] Re: Interpreting videos
- From: "Vadeboncoeur, Jennifer" <email@example.com>
- Date: Wed, 18 Sep 2013 16:48:47 +0000
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- Thread-topic: [Xmca-l] Re: Interpreting videos
Larry, the way you've woven in prolepsis, past and future in the present, and developing agency is so clear here, so strong.
What is striking to me is that these experiences are potentially significant for each individual, for each generation, something that must be learned again and again.
What is also striking is the video's potential permanence, it's stasis, and the possibility that it may "outlive" its intended use by the participants and the makers of the video. Gynda Hull's work with DUSTY has surfaced some of these concerns: what are the effects of videos that "outlive" their usefulness? What are the effects of this video on the people portrayed? Is this something we need to learn more about?
Best - jen
On 2013-09-15, at 11:47 PM, Larry Purss wrote:
> 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 <firstname.lastname@example.org> wrote:
>> 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
>> 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.
>> -----Original Message-----
>> From: email@example.com [mailto:
>> firstname.lastname@example.org] 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.