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



Thanks Helena for this clear answer.
The question "For Whom, By Whom, For what purpose" could be the beginning
of a new thread I would support.

I would gently suggest that you are encouraging "shared social dreams" for
working people as working people.
As you mention the "By whom" is a knotty question
Larry

On Sun, Jan 4, 2015 at 11:58 AM, Helena Worthen <helenaworthen@gmail.com>
wrote:

> Larry (and I know I'm violating my principle of not addressing people by
> name):
>
> The comment is part of a quote from Lave. Yes, she was addressing the
> elite -- mostly professors of one sort or another, and selected from among
> those professors who could get funding to go to AERA. But good-hearted
> people, nonetheless!
>
> You're right about how hard it is to untangle the knots into which
> different pedagogies are tied. One way is to think of the whole regime as
> an activity system, which is defined by its purpose. Simpler, and probably
> better, is to ask what I've heard called "the Freireian questions": "For
> whom, by whom, and for what purpose?" I think I heard Peter McClaren use
> these questions. I actually saw them posted on the wall of the union hall
> of the teachers' union in Mexico City -- one of the Coordinadora
> (dissenting) unions; dissenting from the neoliberal project of
> privatization. (Note that the murder of the 43 student teachers is all part
> of this movement and it's suppression).
> http://en.wikipedia.org/wiki/Coordinadora_Nacional_de_Trabajadores_de_la_Educación
>
> I work in a field that distinguishes itself explicitly from the Pedagogy
> of the Oppressor regime. (I have to laugh when I write this -- it sounds
> pretty stiff!). The people I teach are likely to have long since given up
> on the "social dream" that you speak of, since they've seen their real
> wages go down and their labor rights attacked. Labor education is "For
> whom" -- working people who want better, safer jobs; "By whom" -- often,
> people like me with both teaching and union experience, but better yet,
> educated union activists teaching each other, " and "For what purpose?" --
> to build enough collective power and capacity to make changes in their own
> workplaces first, in society second.
>
> It's not something anyone can do alone, so the whole project is collective.
>
> I'm happy to change the subject line if anyone else wants to untangle the
> Pedagogy of the Oppressor notion. Looking back, I think the idea was first
> uttered as a joke -- that I decided to take seriously.
>
> H
>
>
> Helena Worthen
> helenaworthen@gmail.com
>
> On Jan 4, 2015, at 10:30 AM, Larry Purss wrote:
>
> > Helena,
> > Your comment...
> >
> > "the logic that makes success exceptional": [at elite centers of
> learning]
> >
> > How do we move beyond this social *fact* that the desire and wish to be
> > "exceptional" is the current "social dream" of many who participate in
> > "social dreaming"?  When reading about the "social dreaming" of "third
> > spaces" the "designers" of this social dream often work from  these elite
> > centers of learning.
> > I assumethat where Lave gave her address she was also speaking to a group
> > of "exceptional" learners who arrived to listen to her from elite centers
> > of learning.
> >
> > Being "exceptional" [rather than ordinary] is one of the main values
> > perpetuated at "elite" centers. How do we come to value "ordinary"
> learning
> > if the centers from which social dreaming is often developed are places
> of
> > exceptionality.
> >
> > THIS TYPE OF LOGIC seems to be a particularly difficult notion to
> untangle
> > when the knots themselves are developed at elite centers of learning.
> Elite
> > centers  also become the forum for distributing the *truth* of many
> social
> > dreams [and often give the social dreams legitimacy]
> >
> > Larry
> >
> >
> >
> > On Sun, Jan 4, 2015 at 9:47 AM, Helena Worthen <helenaworthen@gmail.com>
> > wrote:
> >
> >> Greg -
> >>
> >> Quickly, since the thread is moving on. I'm arguing that a "Pedagogy of
> >> the Oppressor" is what we've got going on throughout our educational
> >> system. At the elite heights, students learn how to rule the world; in
> the
> >> depths, the same pedagogy functions as social control.
> >>
> >> Here is a quote from Lave's article "teaching, as Learning, in
> Practice,"
> >> which was published in MCA vol 3 no 3. The article is drawn from her
> >> acceptance speech at AERA when she got the Sylvia Scribner award. She
> says:
> >>
> >> "...theories that conceive of learning as a special universal mental
> >> process impoverish and mis-recognize it...Theories that reduce learning
> to
> >> individual mental capacity/activity in the last instance blame
> marginalized
> >> people for being marginal. Common theories of learning begin and end
> with
> >> individual (though these days they often nod at "the social" or "the
> >> environment" in between). Such theories are deeply concerned with
> >> individual differences, with notions of better and worse, more and less
> >> learning, and with comparison of these things across
> >> group-of-individuals... the logic that makes success exceptional but
> >> nonetheless characterizes lack of success as not normal won't do. A
> >> reconsideration of learning as a social, collective, rather than
> >> individual, psychological phenomenon offers the only way beyond the
> current
> >> state of affiars that i can envision at the present time."
> >>
> >> It sounds to me as if she is thinking of (although this was 1996) both
> No
> >> Child Left Behind and Race to the Top. Right? But she was writing just
> when
> >> the trend in that direction was getting going. the Clinton years, when
> >> people were intoxicated with the first vast applications of computer
> >> technology which would make testing so much easier.
> >>
> >> Helena
> >>
> >>
> >> Helena Worthen
> >> helenaworthen@gmail.com
> >>
> >> On Jan 3, 2015, at 12:50 PM, greg.a.thompson@gmail.com wrote:
> >>
> >>> Helena,
> >>> I was hoping that others might be able to tell me that this has already
> >> been done. Seems like lots of people are in this kind of game but nobody
> >> has really talked about it explicitly (as far as I can tell - maybe some
> >> whiteness theorists but in a very circumscribed way). and I'm quite
> certain
> >> that no one has deal with it in a sufficiently sophisticated manner to
> be
> >> able to hedge off the kinds of concerns that Francine raises.
> >>> Anyone have any thoughts? Perhaps this should be a different thread?
> >>> And yes, Freire has this on his radar but not nearly explicitly enough
> >> to where it could be employed I. Some meaningful way in practice.
> >>> Greg
> >>> Ps, and yes my comment entirely sidesteps definitional issues of who
> >> counts as subaltern or not. That is a huge  and mucky issue. But not
> sure
> >> it is worth getting bogged down in it...
> >>>
> >>> Sent from my iPhone
> >>>
> >>>> On Jan 3, 2015, at 12:24 PM, Helena Worthen <helenaworthen@gmail.com>
> >> wrote:
> >>>>
> >>>> Greg -- that's a great idea.  I think is has been done, but without a
> >> label. Want to nominate an example?
> >>>>
> >>>> Helena
> >>>>
> >>>>
> >>>> Helena Worthen
> >>>> helenaworthen@gmail.com
> >>>>
> >>>>> On Jan 3, 2015, at 8:21 AM, Greg Thompson wrote:
> >>>>>
> >>>>> Seems to me that Spivak's "Can the subaltern speak?" is just as much
> a
> >>>>> question of "Can the Western intellectual hear/listen?"
> >>>>>
> >>>>> Makes me wonder about articulating a Pedagogy of the Oppressors.
> >>>>>
> >>>>> -greg
> >>>>>
> >>>>>> On Thu, Jan 1, 2015 at 7:58 AM, Aria Razfar <arazfar@uic.edu>
> wrote:
> >>>>>>
> >>>>>> Miguel/Mike,
> >>>>>>
> >>>>>> I think we have a testimonio here. We have questions borne out of a
> >>>>>> traumatic historical and social episode (WWII), followed by a
> movement
> >>>>>> outward "going East," only to discover one's self "Dewey." The self
> >> becomes
> >>>>>> an allegory for the whole. It may seem that Spivak is saying
> >> translation is
> >>>>>> impossible, but I think a testimonio shows the possibility of
> >> translation.
> >>>>>> Thanks for this gift and happy new year!
> >>>>>>
> >>>>>> Aria
> >>>>>>
> >>>>>> -----Original Message-----
> >>>>>> From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> >>>>>> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole
> >>>>>> Sent: Wednesday, December 31, 2014 2:23 PM
> >>>>>> To: eXtended Mind, Culture, Activity
> >>>>>> Subject: [Xmca-l] Re: Sociocritical Literacies and more context
> >>>>>>
> >>>>>> I inherited such questions as part of my family history and my
> coming
> >> to
> >>>>>> age during the period of post world war II decolonization, Aria,
> well
> >>>>>> before I travelled East, as you suggest. Interestingly, it was in
> >> going in
> >>>>>> East that I discovered Dewey.... such was the form of education that
> >> led to
> >>>>>> my phd.
> >>>>>>
> >>>>>> Concerning misleading translations.
> >>>>>> I have PLENTY of problems with issues of translating Vygotsky, in
> >> words
> >>>>>> and in practice! Ask any Russian or scholar whose knowledge of
> >> Russian was
> >>>>>> acquired after the age of 20! (Plenty right here on xmca, one I can
> >> see
> >>>>>> logged into gmail right now). There is a piece in MCA a while back
> on
> >> the
> >>>>>> perils of translating a key term involving
> >> eaching/learning/instruction
> >>>>>> that is part of an ongoing set of questions about the meaning of the
> >> term,
> >>>>>> zone of proximal development.
> >>>>>>
> >>>>>> Peter's note with the distinction between decolonial/postcolonial
> >> seems to
> >>>>>> pick up on some of the themes that various folks who participated in
> >> the
> >>>>>> Migrant program are making.  Gotta check out wikipedia on third
> >> spaces. The
> >>>>>> metaphor sure has a lot of homes in a lot of discourse communities
> >> and I
> >>>>>> suspect that some translation will be needed!
> >>>>>>
> >>>>>> mike
> >>>>>>
> >>>>>>> On Wed, Dec 31, 2014 at 11:49 AM, Aria Razfar <arazfar@uic.edu>
> >> wrote:
> >>>>>>>
> >>>>>>>
> >>>>>>> Mike, would you say that you have been seeking answers to these
> >>>>>>> questions by "going East"? I think Spivak would agree with the
> second
> >>>>>>> question. In "Translating into English" she talks about how
> >>>>>>> "generations of empiricist English translators have missed the
> point
> >>>>>>> with Marx's philosophical presuppositions, translated 'inhaltslos'
> as
> >>>>>>> 'slight in content' and thus made nonsense out of the entire
> >>>>>>> discussion of value. You may have had a smiliar experience
> >> translating
> >>>>>> Vygotsky.
> >>>>>>>
> >>>>>>> Here it is:
> >>>>>>>
> >>>>>>> http://przeklad.nazwa.pl/schowek/spivak2.pdf
> >>>>>>>
> >>>>>>> Aria
> >>>>>>>
> >>>>>>> -----Original Message-----
> >>>>>>> From: xmca-l-bounces@mailman.ucsd.edu [mailto:
> >>>>>>> xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole
> >>>>>>> Sent: Wednesday, December 31, 2014 1:07 PM
> >>>>>>> To: eXtended Mind, Culture, Activity
> >>>>>>> Subject: [Xmca-l] Re: Sociocritical Literacies and more context
> >>>>>>>
> >>>>>>> Aria--- I had not read the Spivak article, although the question
> she
> >>>>>>> asks is one I have been asking myself for half a century. And, I
> >> would
> >>>>>>> add, under what conditions?
> >>>>>>>
> >>>>>>> I found the article here in case others share my ignorance.
> >>>>>>> mike
> >>>>>>>
> >>>>>>>
> >> http://www.mcgill.ca/files/crclaw-discourse/Can_the_subaltern_speak.pd
> >>>>>>> f
> >>>>>>>
> >>>>>>>> On Wed, Dec 31, 2014 at 10:31 AM, Aria Razfar <arazfar@uic.edu>
> >> wrote:
> >>>>>>>>
> >>>>>>>> Larry,
> >>>>>>>>
> >>>>>>>> The specific stance that is amplified by the intersections of
> "third
> >>>>>>>> space" post-colonial theory, sociocultural theory, and
> "testimonio"
> >>>>>>>> is somewhat apparent in the language choice. There is no English
> >>>>>>>> equivalent because there cannot be an English equivalent. At
> least,
> >>>>>>>> there cannot be an "English-Only" equivalent. It represents a
> >>>>>>>> movement toward an indigenous stance on voice, agency, knowledge,
> >>>>>>>> certainty, validity, language choice, and learning. I say a
> >> "movement
> >>>>>> toward"
> >>>>>>>> because Spanish itself carries similar baggage especially within
> the
> >>>>>>>> Latin American context. This is the rationale for why some use the
> >>>>>>>> Aztec idea of Nepantla instead of "Third Space" (e.g., Rochelle
> >>>>>>>> Guiterrez, Gloria Anzaldua). "Testimonio" further complicates what
> >>>>>>>> it means for "subalterns" to "reclaim voice" through the dominant
> >>>>>> voice.
> >>>>>>>> This is the heart-wrenching question raised by Spivak, "Can the
> >>>>>>>> subaltern speak?" Both the altern and the subaltern need to "step
> >>>>>>>> outside" the inscribed institutional roles, together in order to
> >>>>>>>> move "to the roots of our being human together." Spivak was
> >>>>>>>> specfically critiqueing "the Western intellectual" voice wondering
> >>>>>>>> if it truly could be a tool of liberation. It seems like a "core"
> >>>>>>>> identity question as we move through various historical
> >>>>>>>> entanglements seeking answers to ontological questions of self in
> >>>>>>>> relation to other. Also
> >>>>>>> looking forward to this type of re-search.
> >>>>>>>>
> >>>>>>>> Aria
> >>>>>>>>
> >>>>>>>>
> >>>>>>>>
> >>>>>>>>
> >>>>>>>>
> >>>>>>>> Aria Razfar, Ph.D.
> >>>>>>>> Associate Professor of Literacy, Language, and Culture Director of
> >>>>>>>> Graduate Studies, Curriculum and Instruction University of
> Illinois
> >>>>>>>> at Chicago
> >>>>>>>> 1040 W. Harrison St. M/C 147
> >>>>>>>> Chicago, IL, 60607
> >>>>>>>>
> >>>>>>>> Director of English Learning through Mathematics, Science and
> Action
> >>>>>>>> Research (ELMSA) www.elmsa.org
> >>>>>>>>
> >>>>>>>> Webpage:
> http://education.uic.edu/personnel/faculty/aria-razfar-phd
> >>>>>>>> Tel: 312-413-8373
> >>>>>>>> Fax: 312-996-8134
> >>>>>>>>
> >>>>>>>> This is the heart-wrenching question raised by Spivak, "Can the
> >>>>>>>> subaltern speak?" Both the altern and the subaltern need to "step
> >>>>>>>> outside" the inscribed roles, together in order to move "to the
> >>>>>>>> roots of our being human together." It seems like a "core"
> identity
> >>>>>>>> question as we move through various historical entanglements
> seeking
> >>>>>>>> answers to ontological questions of self in relation to other.
> Also
> >>>>>>>> looking forward to this type of re-search.
> >>>>>>>>
> >>>>>>>> Aria
> >>>>>>>>
> >>>>>>>>
> >>>>>>>> -----Original Message-----
> >>>>>>>> From: xmca-l-bounces+arazfar=uic.edu@mailman.ucsd.edu [mailto:
> >>>>>>>> xmca-l-bounces+arazfar=uic.edu@mailman.ucsd.edu] On Behalf Of
> Larry
> >>>>>>>> xmca-l-bounces+Purss
> >>>>>>>> Sent: Tuesday, December 30, 2014 10:08 PM
> >>>>>>>> To: eXtended Mind, Culture, Activity
> >>>>>>>> Subject: [Xmca-l] Re: Sociocritical Literacies and more context
> >>>>>>>>
> >>>>>>>> Aria,
> >>>>>>>> I want to repeat and amplify your suggestion :
> >>>>>>>>
> >>>>>>>> It is important to clarify what is meant by "third space" and its
> >>>>>>>> analogous concepts in various schools of thought (e.g.,
> liminality,
> >>>>>>>> double consciousness, third place, etc.). The post-colonial uptake
> >>>>>>>> of third space (e.g., Said, Bhaba, Spivak) within the
> sociocultural
> >>>>>>>> theory is a very specific stance and this might be the moment for
> >>>>>>>> that
> >>>>>>> conversation as well.
> >>>>>>>>
> >>>>>>>> To focus on the *third space* as a VERY SPECIFIC stance.
> >>>>>>>> I would like to become clear on the centrality of *witnessing* as
> >>>>>>>> central or the re-search fades away.
> >>>>>>>> Also terms such as *mutuality* contrasted with *reciprocity* or
> >>>>>>>> *transactions*.
> >>>>>>>>
> >>>>>>>> Testimonios as neither subjective [alone] or objective [alone]
> but a
> >>>>>>>> hybrid MODE that is a form of witnessing.
> >>>>>>>> I would also suggest the theme of *gift* as more than transaction
> or
> >>>>>>>> echange [in continental philosophy traditions] is relevant.
> >>>>>>>>
> >>>>>>>> There is a *spirit* and a moral virtue within this form of
> >>>>>>>> witnessing as *third space* that plays around with notions of
> >>>>>>>> *trans* as moving across forms [horizons] as trans-versals [or
> >>>>>> trans-verse-als] .
> >>>>>>>> I have an intuition that this type of witnessing is radical, going
> >>>>>>>> to the roots of our being human together.
> >>>>>>>>
> >>>>>>>> Aria, I look forward to further re-search Larry
> >>>>>>>>
> >>>>>>>>> On Tue, Dec 30, 2014 at 12:00 PM, Aria Razfar <arazfar@uic.edu>
> >> wrote:
> >>>>>>>>>
> >>>>>>>>> For those of us working with Kris' sociocritical perspective,
> >>>>>>>>> third space has been a valuable construct for thinking about
> >>>>>>>>> collective learning zopeds and consciousness for that matter. It
> >>>>>>>>> is important to clarify what is meant by "third space" and its
> >>>>>>>>> analogous concepts in various schools of thought (e.g.,
> >>>>>>>>> liminality, double consciousness, third place, etc.). The
> >>>>>>>>> post-colonial uptake of third space (e.g., Said, Bhaba, Spivak)
> >>>>>>>>> within the sociocultural theory is a very specific stance and
> this
> >>>>>>>>> might be the moment for that conversation as
> >>>>>>>> well.
> >>>>>>>>>
> >>>>>>>>> Aria
> >>>>>>>>>
> >>>>>>>>> Aria Razfar, Ph.D.
> >>>>>>>>> Associate Professor of Literacy, Language, and Culture Director
> of
> >>>>>>>>> Graduate Studies, Curriculum and Instruction University of
> >>>>>>>>> Illinois at Chicago
> >>>>>>>>> 1040 W. Harrison St. M/C 147
> >>>>>>>>> Chicago, IL, 60607
> >>>>>>>>>
> >>>>>>>>> Director of English Learning through Mathematics, Science and
> >>>>>>>>> Action Research (ELMSA) www.elmsa.org
> >>>>>>>>>
> >>>>>>>>> Webpage:
> >>>>>>>>> http://education.uic.edu/personnel/faculty/aria-razfar-phd
> >>>>>>>>> Tel: 312-413-8373
> >>>>>>>>> Fax: 312-996-8134
> >>>>>>>>>
> >>>>>>>>>
> >>>>>>>>> -----Original Message-----
> >>>>>>>>> From: xmca-l-bounces@mailman.ucsd.edu
> >>>>>>>>> [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Kris
> >>>>>>>>> Gutierrez
> >>>>>>>>> Sent: Tuesday, December 30, 2014 2:56 PM
> >>>>>>>>> To: eXtended Mind, Culture, Activity
> >>>>>>>>> Subject: [Xmca-l] Re: Sociocritical Literacies and more context
> >>>>>>>>>
> >>>>>>>>> Annalisa, Manuel initiated the last uptake. (I think others have
> >>>>>>>>> clarified that now :)
> >>>>>>>>>
> >>>>>>>>> Mike C., Miguel Zavala, Larry Purss and I posted some thoughts
> >>>>>>>>> before the holidays.  For me it is useful to connect Manuel’s
> >>>>>>>>> recent post to those earlier thoughts/conversations.
> >>>>>>>>>
> >>>>>>>>> Some very quick very unedited thoughts following up on Manuel’s
> >> post:
> >>>>>>>>>
> >>>>>>>>> Michael G., Mike C. correctly points out that the
> >>>>>>>>> testimonios/autobiographies were not research techniques but
> >>>>>>>>> generative tools that were indeed a part of the interconnected
> set
> >>>>>>>>> of practices that created a collective zoped—a third space if you
> >>>>>> will.
> >>>>>>>>> I try to elaborate this idea in the Scribner Lecture piece
> >>>>>>>>> (sociocritical literacies).  My own work on Third Space, the
> >>>>>>>>> collective work of the instructional team of MSI, ongoing
> >>>>>>>>> conversations with Mike C. and Yrjo over the years at the lab,
> and
> >>>>>>>>> their work certainly informed this idea of a collective zoped,
> >>>>>>>>> collective third space  (See Engeström, 1987, 1994 in particular;
> >>>>>>>>> Nicolopoulou & Cole, 1993; Tuomi-Gröhn & Engeström, 2003; Tuomi-
> >>>>>>>>> Gröhn, Engeström, & Young, 2003; Chaiklin, 2003, Moll, 1990; Moll
> >>>>>>>>> & Greenberg, 1990 as key examples that certainly inform this work
> >>>>>>>>> as
> >>>>>>> well.
> >>>>>>>> And LSV and Bakhtin are ever present).
> >>>>>>>>> These, I think, are useful references, all cited in the article.
> >>>>>>>>> Shirin Vossoughi’s recent MCA piece also is very relevant to this
> >>>>>>>> discussion.
> >>>>>>>>>
> >>>>>>>>> Some relevant excerpts from the sociocritical article,
> >>>>>>>>>
> >>>>>>>>> "To illustrate these points and their relation to a collective
> >>>>>>>>> Third Space, let us examine the MSLI more closely.
> >>>>>>>>> The activity system, the MSLI, has a specific internal logic
> >>>>>>>>> organized around expanding the students’ sociohistorical and
> >>>>>>>>> educational ecology through the collective imagining of a new
> >>>>>>>>> educational and sociopolitical future.
> >>>>>>>>> To avoid the “interactional reductionism implicit in much
> >>>>>>>>> Vygotskian-inspired research” (Nicolopoulou & Cole, 1993, p.
> 284),
> >>>>>>>>> the specific interactions and practices of the MSLI are
> understood
> >>>>>>>>> as what Nicolopoulou and Cole call a “genuinely collective
> reality”
> >>>>>>> (p. 284).
> >>>>>>>>>
> >>>>>>>>> Here we see the [Migrant] institute as an example of the Third
> >>>>>>>>> Space, a collective zo-ped, at the larger level of activity the
> >>>>>>>>> object of which is the sociohistorical reconstruction of what it
> >>>>>>>>> means to be a migrant student.
> >>>>>>>>> This movement involves a process of becoming conscious
> “historical
> >>>>>>>> actors”
> >>>>>>>>> (Espinoza, 2003) who invoke the past in order to re-mediate it so
> >>>>>>>>> that it becomes a resource for current and future action (p.
> 154)."
> >>>>>>>>>
> >>>>>>>>> Testimonios and their embodiment in Teatro del Oprimido (Boal’s
> >>>>>>>>> Theatre of the Oppressed that Manuel introduced to us and the
> >>>>>>>>> program and that he and Vossoughi elaborated) were key means of
> >>>>>>>>> developing/inciting a new social and pedagogical imagination and
> >>>>>>>>> for imagining new futures with/for the migrant students, their
> >>>>>>>>> communities, and indeed for all of us, as Manuel so thoughtfully
> >>>>>>>>> writes. Teatro served as a collective problem-solving space—a
> >>>>>>>>> space where the playful imagination helped to make inequities and
> >>>>>>>>> the roots of social problems visible, while providing an
> >>>>>>>>> opportunity to re-frame events, re-mediate and enact an imagined
> >>>>>>>>> future collectively (such as flying collectively/social
> dreaming).
> >>>>>>>>> I hope Manuel and Shirin jump in and elaborate these thoughts.
> >>>>>>>>>
> >>>>>>>>> Re: Research design:  For me, Migrant was in Yrjo and Mike's
> >>>>>>>>> approach, a formative experiment; what I term social design
> >>>>>>>>> experiments—a designed based research approach that foregrounds
> >>>>>>>>> equity, diversity, historicity, and re-mediation, for example. As
> >>>>>>>>> Susan Jurow and I wrote and presented at the ICLS conference this
> >>>>>>>>> summer (a piece that we expect will be part of a larger set of
> >>>>>>>>> papers with Mike C., Yrjo and Annalisa, and Bill Penuel), social
> >>>>>>>>> design experiments: aim to make possible a sustainable and
> >>>>>>>>> dignified life for all humans; address the challenges of
> >>>>>>>>> leveraging cultural diversity and reducing social inequality; and
> >>>>>>>>> call for the co-design of new tools and futures with members of
> >>>>>>>>> non-dominant communities, as but a few key design principles.
> >>>>>>>>>
> >>>>>>>>>  Absolutely, research as re-searching—searching for the answer
> >>>>>>>>> to a question you have searched for repeatedly without success!
> >>>>>>>>> Well said, Miguel Cole! Thanks, for your thoughts, Michael
> >> Glassman!
> >>>>>>>>>
> >>>>>>>>>  more on sociocritical literacies, later.   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 30, 2014, at 9:50 AM, Annalisa Aguilar <annalisa@unm.edu
> >
> >>>>>>>> wrote:
> >>>>>>>>>>
> >>>>>>>>>> Hello!
> >>>>>>>>>>
> >>>>>>>>>> Sorry for being silly here, but I couldn't help but see that so
> >>>>>>>>>> far on
> >>>>>>>>> this thread, there have been appearances by:
> >>>>>>>>>>
> >>>>>>>>>> mike, Annalisa, Michael, Luisa, and Miguel!
> >>>>>>>
> >>>>>>>
> >>>>>>> --
> >>>>>>> It is the dilemma of psychology to deal with a natural science as
> an
> >>>>>>> object that creates history. Ernst Boesch.
> >>>>>>
> >>>>>>
> >>>>>> --
> >>>>>> It is the dilemma of psychology to deal with a natural science as an
> >>>>>> object that creates history. Ernst Boesch.
> >>>>>
> >>>>>
> >>>>> --
> >>>>> Gregory A. Thompson, Ph.D.
> >>>>> Assistant Professor
> >>>>> Department of Anthropology
> >>>>> 880 Spencer W. Kimball Tower
> >>>>> Brigham Young University
> >>>>> Provo, UT 84602
> >>>>> http://byu.academia.edu/GregoryThompson
> >>>>
> >>>>
> >>>
> >>
> >>
> >>
>
>
>