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

[Xmca-l] Re: Sociocritical Literacies and more context



Larry, thank you; you raise so many important things to think about.  I will read your post again more carefully and respond and ask you more, as you push the thinking here.   Kris


Kris Gutierrez
gutierkd@gmail.com

Kris D. Gutiérrez
Professor
Graduate School of Education
5629 Tolman Hall #1670
University of California, Berkeley
Berkeley CA 94720-1670

Distinguished Professor
Learning Sciences and Literacy
School of Education
University of Colorado, Boulder
 

> On Dec 15, 2014, at 6:08 PM, Larry Purss <lpscholar2@gmail.com> wrote:
> 
> Kris,
> I have been engaged with your explorations of new ways or paths of creating
> *hybrid third spaces*.  Your comment that forming third spaces:
> 
> "involved  intentional moves that 1) brought together and reorganized
> different discourses, cultural practices, histories, and genres that were
> generally considered incompatible or in tension with one another; 2)
> preserved and foregrounded their tension; and 3) sought to maintain the
> value, history, and integrity of the everyday  vis-à-vis the dominant form,
> especially in light of historical power relations.  The syncretic
> testimonio is such an example. A nod here to Cindy Cruz’s powerful and
> informing work on testimonio.
>> (I have a new piece in press which you read, Mike, that attempts to
> elaborate the syncretic approach."
> 
> Kris, I hope we can organize THIS thread to stay with your attempts to
> "elaborate the syncretic approach".  Your section of the paper on page 149,
> 150 *Rising to the Concrete* gives a clear example of the hybrid nature of
> your playing with academic and everyday language and not privileging the
> scientific language.
> 
> I believe your work is returning to a time when our language games were not
> so divided into fact/fiction modes. Your elaborating "ecologically valid"
> genres "DEVELOPED IN THE COGNITIVE, SOCIAL, AND HISTORICAL PRACTICES OF ALL
> THE PARTICIPANTS" captures the radical mashing together of the young and
> the old as "syncretic testimonio" Honouring the everyday language on an
> equal footing with the scientific *styles* of writing. THIS mashing up as
> "hybrid text" including BOTH autobiography and intersubjectively developed
> texts.
> 
> I read this *new* way or path as a return to rhetorical, persausive ways of
> composing meaning. Raymond Williams describes epochal *styles* of orienting
> to the world that begin in structures of feeling [he considered the term
> *structures of experience* but preferred *structures of feelings* to
> capture their felt *structure* as a set of elements that are mashed
> together].
> 
> Our current dominant *style* structures the scientific genres as *factual*
> while the imaginal [social dreaming etc] are *merely* subjective and
> personal and idiosyncretic.
> Kris, your "syncretic testimonio" is seeing through the impoverishment of
> THAT dominant genre and playing with forms that are BOTH subjective
> [autobiography] AND intersubjective as historically effected consciousness.
> You are working within a nondominant ecology but you are gesturing toward a
> much more radical turn that the dominant culture must take.  Raymond
> Williams within the Marxism and Literature tradition is working also for
> these radical turns. I personally also see the hermeneutical turn as
> compatible with your stated goal to develop a program oriented towards a
> form of "cosmopolitanism" [see page 148 of Kris' article]
> 
> This paper is a wonderful example of "rising to the concrete" or
> imaginatively "rising off the ground and returning to the ground" [an
> imaginal path of social intersubjective dreaming]
> 
> Larry
> On Fri, Dec 12, 2014 at 12:51 PM, mike cole <mcole@ucsd.edu> [?] [?][?][?]
> 
> So much for trying to organized xmca discussion by threads! It hard to keep
> track of the jumble of the email flow! I assume those who are following the
> KrisRRQ thread will see this.
> reveling in the rain
> mike
> 
>> 
>> On Fri, Dec 12, 2014 at 11:42 AM, Kris Gutierrez <gutierkd@gmail.com>
>> wrote:
>>> 
>>> Luisa, thanks.  I have always been a lurker on XMCA but can never keep
>>> with all the discussions.    I’m hoping the discussions will get us into
>>> the questions you raise and I’m happy to post references and pdfs too
>>> (e.g., Tejeda’s decolonizing and Espinoza’s article on Educational
>>> Sanctuaries).  Espinoza’s social dreaming is discussed in the RRQ article
>>> and I’ll look to see where else he might have written about it.  I don’t
>>> know when the syncretic piece will be out but will check.  Thanks for
>> your
>>> interest.
>>> 
>>> 
>>> In particular, I hope we can also discuss the ways the social imagination
>>> (embodied and realized through Boal's teatro del oprimido, historicizing
>>> pedagogies, and syncretic texts, etc.) were central to the  ubiquitous
>>> "future oriented" organization of the activities that Mike points
>> out—that
>>> is, the process of becoming historical actors.
>>> 
>>> 
>>> 
>>> Kris
>>> 
>>> 
>>> 
>>> Kris Gutierrez
>>> gutierkd@gmail.com
>>> 
>>> Kris D. Gutiérrez
>>> Professor
>>> Graduate School of Education
>>> 5629 Tolman Hall #1670
>>> University of California, Berkeley
>>> Berkeley CA 94720-1670
>>> 
>>> Distinguished Professor
>>> Learning Sciences and Literacy
>>> School of Education
>>> University of Colorado, Boulder
>>> 
>>> 
>>>> On Dec 12, 2014, at 11:25 AM, Luisa Aires <laires11@gmail.com> wrote:
>>>> 
>>>> Dear Professor Kris Gutierrez
>>>> 
>>>> It is delightful to see you here in XMCA :-)
>>>> 
>>>> 
>>>> 
>>>> I must confess that after reading your post, I am going to read your
>>> text again because you added so much interesting information about MSLI
>>> program (for example, I didn´t know that MSLI had strong links with 5th
>>> dimension).
>>>> 
>>>> I would like to learn about Chicano/a and ethnic studies, Tejeda’s
>>> decolonizing framework and pedagogies, and Manuel Espinoza’s notions of
>>> social dreaming. How can we access the most important references of those
>>> theories?
>>>> 
>>>> One more question (we need to take advantage of your presence here ;-):
>>> when and how can we access your new piece about syncretic approach?
>>>> 
>>>> 
>>>> 
>>>> Best wishes,
>>>> 
>>>> Luísa A.
>>>> 
>>>> 
>>>> 
>>>> 
>>>> --
>>>> Department of Education and Distance Learning, Universidade Aberta
>>>> Centre of Studies on Migrations and Intercultural Relations (CEMRI)
>>>> R. Amial, nº 752, 4200-055 Porto, Portugal
>>>> laires@uab.pt <mailto:laires@uab.pt>
>>>> www.uab.pt <http://www.uab.pt/>
>>>> 
>>>> 
>>>> 2014-12-12 17:55 GMT+00:00 Kris Gutierrez <gutierkd@gmail.com <mailto:
>>> gutierkd@gmail.com>>:
>>>> 
>>>> I don’t know if this went through last night.; so I’m reposting.
>>> apologies if you get it twice
>>>> 
>>>> 
>>>>> On Dec 12, 2014, at 12:45 AM, Kris Gutierrez <gutierkd@gmail.com
>>> <mailto:gutierkd@gmail.com>> wrote:
>>>>> 
>>>>> Re: Mike/Miguel,  (Mike, XMCA has a weird email address for me and I
>>> am unable to post; would you post if it doesn’t come through?)
>>>>> 
>>>>>         Miguel, who has deep knowledge of an important time in the
>>> Migrant Program (MSLI), rightly points out that the development of
>>> sociocritical
>>>>> 
>>>>> literacies/  syncretic approaches to learning must be understood in
>>> the context of the larger designed ecology and its history.  And I can’t
>>> begin to do
>>>> 
>>>>> it justice here.  But here are some reflections.
>>>>> 
>>>>> Building on a decade of earlier designs that brought together Freire
>>> and cultural historical theoretical perspectives, and Chicano/a and
>> ethnic
>>> studies
>>>>> 
>>>>> to create new forms of teaching  and learning, and theorizations of
>>> the Third Space that preceded the development of the month long migrant
>>>> 
>>>>> program, MSLI was designed as a hybrid space organized around an
>>> historicizing pedagogy, informed, deepened, and augmented by
>>>>> 
>>>>> Tejeda’s robust decolonizing framework  and pedagogies, and Manuel
>>> Espinoza’s notions of social dreaming and the importance of students
>>>> 
>>>>> becoming historical actors who could "who invoke the past in order to
>>> re-mediate it so that it becomes a resource for current and future
>>> action.”  Their
>>>> 
>>>>> work is key to understanding the MSLI ecology. Our long-term 5th
>>> Dimension work (UC Links), its theoretical underpinnings, and the
>>> pedagogical
>>>> 
>>>>> approaches to undergraduate education and learning in informal
>>> contexts were also a part of the mix, as most of the MSLI instructional
>>> team also
>>>> 
>>>>> was involved in 5th D work. Of significance, all MSLI staff had
>>> extensive knowledge of CHAT, critical pedagogies, social theories,
>>> disciplinary
>>>> 
>>>>> learning, as well as direct experience with and in immigrant,
>> migrant,
>>> and non dominant communities, their histories, repertoires, lived
>>> experiences,
>>>> 
>>>>> and possibilities.
>>>>> 
>>>>> There are many other important contributions of others I could
>>> elaborate here that contributed to the iterative design, re-mediation,
>> and
>>>>> 
>>>>> implementation and sustainability of this program, including
>>> Miguel's.    Consider Shirin Vossoughi’s recent MCA article, Social
>>> Analytic  Artifacts
>>>> 
>>>>> Made Concrete,”  in  which she  beautifully elaborates the ways
>>> social analytic artifacts served as  tools “that deepened and propelled
>> the
>>> collective
>>>> 
>>>>> analysis of  social problems”  for migrant students and the
>>> instructional teams.
>>>>> 
>>>>>      Our collective efforts and design were oriented toward
>>> transformation and change and had multiple aims: sociopolitical,
>> cultural,
>>> educational,
>>>>> 
>>>>> including reframing education and learning in ways that brought the
>>> everyday and scientific (school-based) concepts into conversation with
>> one
>>>>> 
>>>>> another (a different kind of conversation to be sure).  The goal in
>>> this regard was to put  scientific and everyday concepts on a more level
>>> playing field
>>>>> 
>>>>> such that scientific concepts were not placed in an hierarchical
>>> relationship with the everyday.  Disciplinary learning and critical forms
>>> of literacy were
>>>>> 
>>>>> placed in conversation, their tensions made the object of analysis
>>> —all toward the production of more meaningful and expansive forms of
>>> learning.
>>>>> 
>>>>> Mike and Yrjo have written important work on this, and, Carol Lee’s
>>> work is another robust example.
>>>>> 
>>>>> And, of course, there is a history of work among researchers in the
>>> sociocultural tradition who have attended to the consequential nature of
>>> everyday
>>>>> 
>>>>> knowledge and practices in expansive ways (e.g., Scribner & Cole,
>>> 1973; Lave, 1988; 2012; Lave  & Rogoff, 1984; Rogoff, 2003, as key
>> examples
>>> of
>>>>> 
>>>>> work that informs this thinking, including ongoing conversations and
>>> collaborations with and weekly meetings at LCHC with Mike, Yrjo,
>>> Olga,Vasquez
>>>>> 
>>>>> and others).
>>>>> 
>>>>> 
>>>>>      Our approach to consequential learning involved the development
>>> of syncretic approaches to literacy and social scientific thinking. The
>>> design
>>>>> 
>>>>> involved  intentional moves that 1) brought together and reorganized
>>> different discourses, cultural practices, histories, and genres that were
>>> generally considered incompatible or in tension with one another; 2)
>>> preserved and foregrounded their tension; and 3) sought to maintain the
>>> value, history, and integrity of the everyday  vis-à-vis the dominant
>> form,
>>> especially in light of historical power relations.  The syncretic
>>> testimonio is such an example. A nod here to Cindy Cruz’s powerful and
>>> informing work on testimonio.
>>>>> (I have a new piece in press which you read, Mike, that attempts to
>>> elaborate the syncretic approach).
>>>>> 
>>>>> A footnote on the sociocritical article.  The RRQ Sociocritical
>>> Literacy article was the publication of my AERA Scribner Lecture (2005
>> for
>>> the 2004 Scribner Award for my work on the Third Space; the lecture and
>> its
>>> published piece were my attempt to further theorize the Third Space,
>> using
>>> MSLI as a robust example.
>>>>> 
>>>>> Hope this provides more context and food for thought.  excuse typos
>>> and lapses, it’s late.  Kris
>>>>> 
>>>>> 
>>>>> Kris D. Gutiérrez
>>>>> Professor
>>>>> Graduate School of Education
>>>>> 5629 Tolman Hall #1670
>>>>> University of California, Berkeley
>>>>> Berkeley CA 94720-1670
>>>>> 
>>>>> Distinguished Professor
>>>>> Learning Sciences and Literacy
>>>>> School of Education
>>>>> University of Colorado, Boulder
>>>>> 
>>>>> 
>>>>> 
>>>>>> On Dec 11, 2014, at 6:49 AM, mike cole <mcole@ucsd.edu <mailto:
>>> mcole@ucsd.edu> <mailto:mcole@ucsd.edu <mailto:mcole@ucsd.edu>>> wrote:
>>>>>> 
>>>>>> Thanks for the additional info.
>>>>>> All makes sense to me.
>>>>>> Mike
>>>>>> 
>>>>>> On Wednesday, December 10, 2014, Zavala, Miguel <
>>>>>> mizavala@exchange.fullerton.edu <mailto:
>>> mizavala@exchange.fullerton.edu> <mailto:mizavala@exchange.fullerton.edu
>>> <mailto:mizavala@exchange.fullerton.edu>>> wrote:
>>>>>> 
>>>>>>> While the focus is on public education, any space is amenable for
>>>>>>> analysis.  We sometimes get issues from parent organizers, student
>>>>>>> organizations, interviews of students fighting for social justice
>> in
>>>>>>> college campuses.  Formal, non-formal, institutional,
>>> non-institutional,
>>>>>>> etc. will work.
>>>>>>> 
>>>>>>> If the submission focuses on 'praxis', on responses and resistance
>>> to the
>>>>>>> neoliberal privatization of education, any space and sustained
>>> activity,
>>>>>>> etc. is worth looking at-- but a connection should be drawn to how
>> it
>>>>>>> deliberately responds to neoliberalism and its messy tentacles,
>>> perhaps
>>>>>>> highlighting possible worlds and social dreams.
>>>>>>> 
>>>>>>> A connection can definitely be drawn between sociocritical studies
>>> and
>>>>>>> this topic, certainly.  I believe the work we did in MSLI (I was an
>>>>>>> integral member of MSLI for 3 years) was in many ways creating
>>> alternative
>>>>>>> spaces and social dreams; in a way it was a bottom-up approach of
>>> building
>>>>>>> consciousness and I think Freire would have been proud of our work.
>>> As
>>>>>>> lead instructor, Carlos Tejeda's decolonizing pedagogies framework
>>> lead to
>>>>>>> some beautiful, creative activity in that space, for many years.
>> As
>>> an
>>>>>>> instantiation of sociocritical literacies, I would say the work
>> Kris
>>>>>>> outlines is definitely a great example of "responses to
>>> neoliberalism" and
>>>>>>> was here and there a part of our talk/framing as we moved
>>> pedagogically.
>>>>>>> 
>>>>>>> As an editor of the journal, the 'constraint' we do have is that
>>>>>>> submissions be written for a general audience; I know that is
>>> ambiguous.
>>>>>>> Keep in mind that the articles get read by our members in ARE,
>> their
>>>>>>> students, they are sometimes used as political education in
>>> conferences,
>>>>>>> in some instances reading circles in non-formal community settings.
>>>>>>> 
>>>>>>> -Miguel
>>>>>>> 
>>>>>>> 
>>>>>>> On 12/10/14 10:24 PM, "mike cole" <mcole@ucsd.edu <mailto:
>>> mcole@ucsd.edu> <mailto:mcole@ucsd.edu <mailto:mcole@ucsd.edu>>
>>> <javascript:;>> wrote:
>>>>>>> 
>>>>>>>> How broad is your mandates, Miguel? Does it extend to after
>> school?
>>> Seems
>>>>>>>> like it would help to know the kinds of efforts you consider
>>> exemplary
>>>>>>>> classics.
>>>>>>>> 
>>>>>>>> Does this topic fit in with sociocritical studies?
>>>>>>>> Mike
>>>>>>>> 
>>>>>>>> On Wednesday, December 10, 2014, Zavala, Miguel <
>>>>>>>> mizavala@exchange.fullerton.edu <mailto:
>>> mizavala@exchange.fullerton.edu> <mailto:mizavala@exchange.fullerton.edu
>>> <mailto:mizavala@exchange.fullerton.edu>> <javascript:;>> wrote:
>>>>>>>> 
>>>>>>>>> XMCA List Family,
>>>>>>>>> 
>>>>>>>>> I am relaying a call for manuscripts on a pressing issue
>> impacting
>>>>>>>>> education everywhere. We conceptualized the idea of a grassroots
>>>>>>>>> journal in
>>>>>>>>> 2007 and it has grown, albeit slowly. Here's the latest call.
>>>>>>>>> 
>>>>>>>>> Thanks!
>>>>>>>>> 
>>>>>>>>> -------------------
>>>>>>>>> 
>>>>>>>>> Regeneración, the Association of Raza Educators Journal
>>>>>>>>> Volume 6, Issue 1 (Spring 2015)
>>>>>>>>> 
>>>>>>>>> CALL FOR SUBMISSIONS
>>>>>>>>> Deadline: February 15, 2015
>>>>>>>>> 
>>>>>>>>> The theme for our next issue:
>>>>>>>>> "Resisting The Neoliberal Privatization of Education: Reclaiming
>>>>>>>>> Teachers'
>>>>>>>>> Unions, Education, and Epistemologies"
>>>>>>>>> 
>>>>>>>>> Undeniably, ever since the World Bank declared education a
>>> trade-able
>>>>>>>>> service--trumping the idea that education is a basic human
>>>>>>>>> right--education
>>>>>>>>> and teachers have been increasingly under attack by corporations,
>>>>>>>>> venture
>>>>>>>>> philanthropists, and a growing managerial middle class, who
>>> function
>>>>>>>>> within
>>>>>>>>> a neoliberal ideology that places insurmountable faith in markets
>>> and
>>>>>>>>> the
>>>>>>>>> expansion of capitalism globally into all facets of everyday
>> life.
>>> We
>>>>>>>>> believe that the neoliberal project to de-fund and privatize
>> public
>>>>>>>>> education interlocks with the idea of a racial-colonial State.
>>> Thus,
>>>>>>>>> it is
>>>>>>>>> no coincidence that neoliberal experiments to privatize public
>>> education
>>>>>>>>> have materialized in large urban districts, such as Chicago, New
>>> York,
>>>>>>>>> Los
>>>>>>>>> Angeles, etc., where we find a significant number of Raza, Black,
>>> and
>>>>>>>>> other
>>>>>>>>> historically marginalized peoples.
>>>>>>>>> 
>>>>>>>>> In this issue of Regeneración we seek both analysis and praxis,
>>> that is
>>>>>>>>> texts that help us understand more deeply how neoliberalism is
>>> manifest
>>>>>>>>> in
>>>>>>>>> particular geographic, social, and cultural spaces. As well, we
>> are
>>>>>>>>> looking
>>>>>>>>> for texts that provide examples of resistance to the corporate
>>> takeover
>>>>>>>>> of
>>>>>>>>> public education. How are urban and other communities responding
>>> to the
>>>>>>>>> attacks on education and teachers? What grassroots and strategic
>>> spaces
>>>>>>>>> are
>>>>>>>>> created that provide alternatives to neoliberalism and
>>> capitalism?  How
>>>>>>>>> are
>>>>>>>>> teachers' unions being reinvented? What role does the fight for
>>> Ethnic
>>>>>>>>> Studies present as a counter to the neoliberal attack?
>>>>>>>>> 
>>>>>>>>> FORMAT: Submissions may come from students, educators, parents,
>>>>>>>>> community
>>>>>>>>> organizers, or organizations; we also welcome scholarly
>>> submissions that
>>>>>>>>> are written for a general audience.  Formats may include
>>> testimonios,
>>>>>>>>> essays, poetry, art, personal narrative, as well as analytic and
>>>>>>>>> empirical
>>>>>>>>> studies.
>>>>>>>>> 
>>>>>>>>> LENGTH: 700-3000 words
>>>>>>>>> 
>>>>>>>>> SUBMISSION DEADLINE: February 15, 2015
>>>>>>>>> PUBLICATION DATE: April 15, 2015
>>>>>>>>> 
>>>>>>>>> If you have any questions please contact:
>> razaeducators@yahoo.com
>>> <mailto:razaeducators@yahoo.com> <mailto:razaeducators@yahoo.com
>> <mailto:
>>> razaeducators@yahoo.com>>
>>>>>>> <javascript:;>
>>>>>>>>> <javascript:;><mailto:razaeducators@yahoo.com <mailto:
>>> razaeducators@yahoo.com> <mailto:razaeducators@yahoo.com <mailto:
>>> razaeducators@yahoo.com>> <javascript:;>
>>>>>>> <javascript:;>>
>>>>>>>>> 
>>>>>>>>> To access past issues of Regeneración:
>>>>>>>>> http://www.razaeducators.org/archives_newsletter.html <
>>> http://www.razaeducators.org/archives_newsletter.html> <
>>> http://www.razaeducators.org/archives_newsletter.html <
>>> http://www.razaeducators.org/archives_newsletter.html>>
>>>>>>>>> 
>>>>>>>>> The Association of Raza Educators
>>>>>>>>> www.razaeducators.org <http://www.razaeducators.org/> <
>>> http://www.razaeducators.org/ <http://www.razaeducators.org/>><
>>> http://www.razaeducators.org <http://www.razaeducators.org/> <
>>> http://www.razaeducators.org/ <http://www.razaeducators.org/>>>
>>>>>>>>> 
>>>>>>>> 
>>>>>>>> 
>>>>>>>> --
>>>>>>>> It is the dilemma of psychology to deal with a natural science
>> with
>>> an
>>>>>>>> object that creates history. Ernst Boesch.
>>>>>>> 
>>>>>>> 
>>>>>>> 
>>>>>> 
>>>>>> --
>>>>>> It is the dilemma of psychology to deal with a natural science with
>> an
>>>>>> object that creates history. Ernst Boesch.
>>>>> 
>>>>> 
>>>>> 
>>>>> Kris Gutierrez
>>>>> k.gutierrez@me.com <mailto:k.gutierrez@me.com> <mailto:
>>> k.gutierrez@me.com <mailto:k.gutierrez@me.com>>
>>>>> 
>>>>> 
>>>>> 
>>>>> 
>>>>> 
>>>>> Kris D. Gutiérrez
>>>>> Professor
>>>>> Graduate School of Education
>>>>> 5629 Tolman Hall #1670
>>>>> University of California, Berkeley
>>>>> Berkeley CA 94720-1670
>>>>> 
>>>>> Distinguished Professor
>>>>> Learning Sciences and Literacy
>>>>> School of Education
>>>>> University of Colorado, Boulder
>>>>> 
>>>>> 
>>>>> 
>>>> 
>>>> 
>>>> 
>>> 
>>> 
>> 
>> --
>> It is the dilemma of psychology to deal with a natural science with an
>> object that creates history. Ernst Boesch.
>>