Ellice introduced the notion of carnival in the classroom to discuss
(as I understand it) the risk involved in moving beyond the known,
the given world. And in another message she refers to the
values of _peer collaboration_ where the goal of the activity is
up for negotiation. I'd like to suggest (at the risk of excess)
that in XMCA discussions the notion of "carnival" has been treated
(usefully for me) as an activity that invites role flexibility.
On these terms, there is something carnivalesque wherever the goal
of an activity is treated collaboratively by the participants.
Eugene would call such the valuing of such "a philosophy
of practice," along the lines of his "sharing interests" (though I
prefer the notion advanced earlier in his same message
of _shared space_ where "interests might not be shared but the
joint activity creates a space for coordination of interests").
He refers to the 4th grader/3rd grader interaction discussed
previously as "redefining the inquiry itself."
Timothy reminds us that such
moments of real risk-taking (trust? mutual curiosity?) and learning
are not necessary outcomes of "progressive" carnivalesque classrooms.
My own work on peer collaboration confirms, as does others', that
especially older students learn too well the authority distinctions
practiced in schools, of competence/incompetence; smart/dumb.
FInally, Mike notes his preference for the after school program that students
enter voluntarily, as a site where collaborative inquiry may be
more common. Well, I hope you use the theory derived from
after school site observations to suggest more and better ways to
introduce/sustain the ideals of carnivalesque spaces in classrooms.
One last and trivial point, Ellice, you may have intended a meaning
I missed - you referred to "transcending differences" - Can you say
more about what you mean? I have trouble with the notion of
"transcendence" - the metaphor I use re: sociocultural differences is
"encompass". I want to allow for differences/tensions and "encompass" them
(do what I can to contribute to an environment where differences aren't
seen as dangerous) not make them go away.
That's all for now, as 1996 marches on.
- Judy
>ways that powerful and less powerful groups and individuals use the
>openness of carnival to abuse and demonize those less well-positioned than
>themselves. I use examples from my first book to show how children silence
>other children in the context of the workshop-carnival.
>
...
Advocates of progressive literacy education (such as writing
>workshops and whole language--I include myself as an advocate of progressive
>education, in that I am seeking to affirm, criticize, and reimagine
>educational practices from 'within' this tradition) too often only point to
>the positive potentials of these spaces. But as sites of possibility,
>they can go in directions we do not anticipate and that we may not be able in
>good faith to affirm.
>
>Tim Lensmire
>Washington University in St. Louis
>(314) 935-4810
>
>
>
Judy Diamondstone
diamonju who-is-at rci.rutgers.edu
Rutgers University