[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]

[Xmca-l] Re: Black Underachievement, etc.

That is a valid point Paul.  There is now a movement which entails using
indigenous pedagogy - it started in the early eighties, but has not really
taken root.

Unfortunately in South Africa at that time, we could not facilitate the
developing of such, because in apartheid people was asked to stay with
their "origins" in separate physical spaces, as you no doubt know. Western
ways were ALL. With very small children statring out in literacy, (Grade 1)
we could start with culturally consonant pedagogy, such as the language
experience approach.  In one regio, there was what called a "mixed
approach" which I wrote about.

Black people   here generally wanted to buy in to western pedagogy and
western lifestyles, with conspicuous consumption and so on. There is now a
revaluing of "indigenous knowledge systems" (IKS), but it hasn't percolated
into formal education.

Sorry I can't articulate this paradigm in the same way as Andy and Paul,
but I do hope that I have made a valid point.


On 5 November 2013 13:59, Dr. Paul C. Mocombe <pmocombe@mocombeian.com>wrote:

> Andy,
> The question you raised is directly tied to my theoretical framework.  It
> is my recognition that the black academic achievement gap can be resolved
> through teaching standard english and mentoring, which made me realize my
> own embourgeoisement, which simply further ties blacks to the status quo as
> opposed to offering a counterhegemonic solution to it.  I have begun to
> question my own methods...and it is my research into the situation facing
> haiti which has enlightened me ..the pro-US government is pushing education
> and the masses are pushing education on the island for the same reasons,
> economic gain, status, and upward mobility within a world threatened by
> overproduction, consumption, etc.  Both positions are bourgeois and do not
> offer solutions facing haiti within the context of the limits to growth
> metaphysics of the earth itself.  In essence I have come to realize that
> bourgeois education does not liberate one from the status quo, but ties
> them to it.
> Dr. Paul C. Mocombe
> President
> The Mocombeian Foundation, Inc.
> www.mocombeian.com
> www.readingroomcurriculum.com
> -------- Original message --------
> From: Andy Blunden <ablunden@mira.net>
> Date: 11/05/2013  6:24 AM  (GMT-05:00)
> To: "Dr. Paul C. Mocombe" <pmocombe@mocombeian.com>
> Cc: "eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu>,
> Cecile.Wright@nottingham.ac.uk,carol Tomlin <info@caroltomlin.com>
> Subject: Re: [Xmca-l] Re: Black Underachievement, etc.
> None of these changes are either lytical or critical, Paul, (or rather
> they are both), since these concepts simply mark alternating phases in a
> developmental process.
> Unfortunately, while my interests are mostly in the domain of
> social-theoretical fundamentals, your article was undoubtedly voted for
> discussion on xmca because people wanted to learn what you say about
> Black underachievement. So let me make a seguey by pointing out that
> your Facebook page https://www.facebook.com/mocombeian says that "The
> Mocombeian Foundation is a Literacy Foundation founded by Dr. Paul C.
> Mocombe that offers Mocombe's Reading Room Curriculum to help inner-city
> youth close the achievement gap." But surely this runs somewhat counter
> to the gist of the views you have expressed in this exchange. You
> clearly do think that Black underachievement can be overcome evidently
> without a global catastrophe and have launched a project to that end.
> Could you elaborate on this? I.e., first of all, on how to tackle the
> problems highlighted in your paper whilst avoiding the traps you see in
> the kind of approaches most valued by xmca members?
> Andy
> ------------------------------------------------------------------------
> *Andy Blunden*
> http://home.mira.net/~andy/
> Dr. Paul C. Mocombe wrote:
> > The problem with that assessment andy is that it makes the assumption
> > that amidst lytical changes, which I am assuming come from praxis,
> >  the ideological structure remains oblivious to the processes taking
> > place...it does not.  It incorporates, refutes, etc.  I think
> > polanyi's double movement is appropriate here.  The ideological
> > superstructure frames lytical changes within the dialectical
> > contradictions of its discourse rendering them innocuous. ..would you
> > say homosexuality, pan-africanism, transgenderism, are lytical
> > changes?  If they are, what would you say about gay marriage, or the
> > death of pan-africanism amongst black americanism?
> >
> >
> > Dr. Paul C. Mocombe
> > President
> > The Mocombeian Foundation, Inc.
> > www.mocombeian.com
> > www.readingroomcurriculum.com
> >
> >
> >
> > -------- Original message --------
> > From: Andy Blunden <ablunden@mira.net>
> > Date: 11/04/2013 7:25 PM (GMT-05:00)
> > To: "Dr. Paul C. Mocombe" <pmocombe@mocombeian.com>
> > Cc: "eXtended Mind, Culture, Activity"
> > <xmca-l@mailman.ucsd.edu>,Cecile.Wright@nottingham.ac.uk,carol Tomlin
> > <info@caroltomlin.com>
> > Subject: Re: [Xmca-l] Re: Black Underachievement, etc.
> >
> >
> > I think the fundamental flaw of this approach, Paul, is that it takes as
> > its fundamental units, entities which are unchanging. Yes, an ideology
> > is by definition, self-sustaining and self-justifying. But, while it is
> > true that history is littered with disasters, and the critical periods
> > of social change are indeed marked by catastrophe, these crtitical
> > phases are prepared and constituted by phases of lytical change and are
> > inseparable from them. This general character of development teaches us
> > that it is a mistake to separate lytical and critical phases of
> > development. I think that in order to grasp social life as essential
> > lysubject to change, development and transformation, one must take as a
> > fundamental unit of analysis something which is inherently a process of
> > development. I use "project", others simply call it "an activity".
> >
> > Andy
> >
> http://www.academia.edu/2365533/Collaborative_Project_as_a_Concept_for_Interdisciplinary_Human_Science_Research
> > ------------------------------------------------------------------------
> > *Andy Blunden*
> > http://home.mira.net/~andy/
> >
> >
> > Dr. Paul C. Mocombe wrote:
> > > Andy,
> > >
> > > Unfortunately, I am in agreement with althusser.  I cannot think of
> > > one historical case to prove the contrary.  It is necessary for one
> > > historical frame to replace another via catastrophe and revolution.
> > >  Can we truly say that the middle class represents an alternative to
> > > the dominant ideology of the upper-class of owners and high-level
> > > executives?  I do not think say.  Just the same, the argument you
> > > raise is tantamount to the hybridity discourse of homi bhabha...and I
> > > am in agreement with spivak, hybridity is not an alternative to the
> > > discourse of the colonizer...it is using the discourse of the
> > > colonizer to convict them of not identifying with their logic, which
> > > the colonized accepts and reproduces.  This is not liberating, nor
> > > does it offer an alternative to the discourse of the colonizer.
> > >
> > >
> > > Dr. Paul C. Mocombe
> >
> >

Carol A  Macdonald Ph D (Edin)
Developmental psycholinguist
Academic, Researcher,  and Editor
Honorary Research Fellow: Department of Linguistics, Unisa