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[Xmca-l] Re: Fwd: English version of Cultural Model



Greg,
I see your point. But what about recognition? And if we’re talking about dissemination, “change the narrative” with some collusion that catches the popular eye? I have wondered if the Fifth Dimension isn’t meant to be like that. At least from the perspective of the youth. Heroes. 
Henry
 
> On Jul 8, 2015, at 12:00 PM, Greg Thompson <greg.a.thompson@gmail.com> wrote:
> 
> Henry,
> I guess I was wondering less about collaboration, cooperation, or even
> competition and more about "collusion"!
> 
> What happens when supposed novices "collude"?
> (whether in the case of Haiti or NSL).
> 
> -greg
> 
> On Wed, Jul 8, 2015 at 11:06 AM, HENRY SHONERD <hshonerd@gmail.com> wrote:
> 
>> I was going to read more carefully all of the readings that have been
>> proferred lately, including: Martin’s piece, “Schooling: Domestication or
>> Ontolgical Construction (proffered by Greg), David’s piece, “Between
>> Lessons: The ZPD in Korean Schools”, but the dialog is moving along at such
>> a pace that I wanted to jump in with something that just occurred to me:
>> David has talked of collaboration and cooperation, but what about
>> competition? That’s what a scrum is about, at least as it applies to
>> rugby.(Thank you Annalisa!) That would raise the issue of who is on which
>> “side”. And how seriously we take the game, which likely depends on how
>> serious and permanent the effects of winning and losing. Recognition and
>> resilience have to be part of this. And culture. Has Vygotsky ever talked
>> about the ZPD in as it plays out in a real classroom, where cooperation,
>> collaboration and competition take place? For example, is the functional
>> method of double stimulation done always with individual children? Come to
>> think of it, did Piaget’s method involve working with more than one child?
>> 
>> Henry
>> 
>> 
>> 
>>> On Jul 8, 2015, at 9:47 AM, Greg Thompson <greg.a.thompson@gmail.com>
>> wrote:
>>> 
>>> ​A colleague was just telling me of Michel-Rolph Trouillot's book on the
>>> Haitian Revolution, *Silencing the Past: Power and the Production of
>>> History*. One of the things that he mentioned was that Trouillot points
>> to
>>> the general non-recognizability of what happened in Haiti - here was the
>>> first black republic and the first central American nation to declare
>>> independence from colonialism and yet almost no one had written about it.
>>> In the historical consciousness (of North Americans), it was as if it
>> never
>>> happened - an "unthinkable history". At the time of its happening, it was
>>> truly unthinkable - notions of liberty among a Black populace was an
>>> impossible thing for white Europeans to imagine.
>>> 
>>> And yet, it happened.
>>> 
>>> In connection with questions about "the end in the beginning" and the
>>> (seeming?) necessity of the expert-novice relationship, I wonder if this
>>> might be a blind spot for Vygotsky-ian theorizing vis a vis creativity,
>>> innovation, and the "new"?
>>> 
>>> With respect to Haiti, it seems like something new is coming into being.
>> So
>>> then, how do we imagine this new-ness of being? The default Vygotsky-ian
>>> approach seems to be that the new development comes from the
>>> already-fully-formed. In the case of Haiti, this could lead down the
>>> unfortunate path of seeing the Haitian situation (the new) as being
>>> dependent upon the European colonizers (the fully-formed). This seems to
>>> me, in a sense, to return us to the view that there was "nothing new" in
>>> the Haitian revolution.
>>> 
>>> This is a potential blind spot that I was pointing to with Packer's piece
>>> as well as in the case of Nicaraguan sign language. Can we imagine the
>>> "new" coming from within a community (of novices!) rather than from
>> without?
>>> 
>>> I'd welcome corrections here to my thinking about Vygotsky, CHAT, and/or
>>> Haiti. Please.
>>> 
>>> -greg
>>> 
>>> ​
>>> 
>>> On Sat, Jul 4, 2015 at 8:05 AM, Dr. Paul C. Mocombe <
>> pmocombe@mocombeian.com
>>>> wrote:
>>> 
>>>> Dr. Madhere  has provided the English version of the kreyol charts I
>> sent
>>>> in a previous email.  I am waiting for the paper.
>>>> 
>>>> 
>>>> Sent on a Sprint Samsung Galaxy Note® II
>>>> 
>>>> <div>-------- Original message --------</div><div>From: "Madhere, Serge"
>>>> <smadhere@Howard.edu> </div><div>Date:07/04/2015  9:36 AM  (GMT-05:00)
>>>> </div><div>To: pmocombe@mocombeian.com </div><div>Subject: English
>>>> version of Cultural Model </div><div>
>>>> </div>Mr Mocombe,
>>>> 
>>>> 
>>>> As you requested, please find attached the English version of the slides
>>>> from my model on culture and education.
>>>> 
>>>> 
>>>> Serge Madhere PhD
>>>> 
>>>> 
>>>> 
>>> 
>>> 
>>> --
>>> 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
>> 
>> 
>> 
> 
> 
> -- 
> 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