Dear Esteban,
I would be very interested to hear what your students think about the
paper. I also found Seth's paper very interesting and a "call to arms" (not
a timely metaphor, sorry) for a fresh re-look at the zpd.
Phil
At 09:32 11/5/04 -0700, you wrote:
>I am currently using this book in a class on language, literacy and culture.
>My grad students are mostly bilingual teachers from low income schools.
>We are discussing this particular chapter tomorrow and will be glad to
>send some feedback. Thus far they have appreciated the chapters on
>psychological tools, the zopd and literature as a cultural tool. They
>find it hard going at times but we have great discussions trying to
>figure out what the author means. I particularly enjoyed Seth Chaiklin's
>zopd piece because of the in depth analysis of it use and his use of
>original documents to work at digging up what Vygotsky mean. Lots of
>food for thought.
>
>Esteban Diaz
>
>----- Original Message -----
>From: Phil Chappell <phil_chappell@access.inet.co.th>
>Date: Tuesday, May 11, 2004 7:44 am
>Subject: Re: "Unpacking" social interaction and social class
>
> > A reply to Mike...
> >
> > Seems the wrong time to be pursuing this here, as analysis and
> > emotions on
> > other issues run high (understandably). If I can convince my
> > friendly CUP
> > rep here in Bangkok to arrange a copy for review (to be sent to a
> > co-reviewer, as I already have a copy), I'd be pleased to co-
> > author a
> > review, if the MCA editors saw fit. After all, there are 20 papers.
> >
> > In the meantime, if anyone has had the chance to read Carolyn
> > Panofsky's
> > chapter, I'd be interested in getting some dialogue going;
> > especially
> > regarding the impact on classroom learning identities and agencies
> > created
> > by and through co-learners.
> >
> > Just to share my local ideas...social class in Thailand is, on the
> > one
> > hand, neatly defined by Western discourse (I gloss generally-held
> > views
> > that I perceive): the burgeoning middle class who mirror western
> > ideals;
> > the transient rural working class (who keep the economy primed by
> > their low
> > wage labour in construction, service and sex industry); the
> > wealthy
> > Thai-Chinese class who manage businesses. etc. Whether these
> > static labels
> > are present in daily interactions amongst the general population
> > is not a
> > very interesting question. WHAT social class labels are
> > developed/applied/imposed by fellow learners during classroom
> > language
> > learning activity is a very interesting question, in terms of the
> > interest
> > in each learner's patterns of motives for language learning
> > activity in
> > various contexts.
> >
> > Other language learning in Thailand (English, Japanese, Chinese,
> > Russian,
> > etc) is a popular pursuit. Other language teaching in Thailand is
> > often
> > characterised by colonialist approaches (both sociological and
> > pedagogical), although the country has never directly been
> > colonised by
> > western powers. As Carolyn Panofsky exhorts: sociocultural
> > approaches to
> > learning need to pay much more attention to the social creation of
> > individual learner's identities and the relationship of learner
> > identity to
> > learning if we are to expand our praxis.
> >
> > Now I'm not sure if my little area of interest justifies this
> > post, but
> > it's getting late...
> >
> > Phil
> >
> >
This archive was generated by hypermail 2b29 : Tue Nov 09 2004 - 12:05:48 PST