Re: [xmca] Questions for ISCAR

From: Shirley Franklin (
Date: Sun Sep 11 2005 - 10:22:39 PDT

I think my question relates to the positive interplay (or not) between
researchers, practitioners and policy-makers - i.e Government - to
create positive change in notions and practice

In England , increasingly, dictats emerge from the educational
establishment about the how's and why's of teaching. They issue
documents, based on deterministic notions of learning styles, totally
ignoring the impact of culture. They , together with consultants,
promote packaged notions of teaching and learning which are deeply
unsocial, uncultural, and are convenient packages which are appealingly

So my question is about influence and changing dominant notions. and
practices. Examples of success would be great! And ideas, so that the
academics and the practitioners (in primary and secondary schools) can
influence progress.

On 11 Sep 2005, at 16:55, Mike Cole wrote:

> I agree Phil, about the connections among questions. If we get enough
> people
> asking
> questions of personal concern to them, it will make an interesting
> collection. Might we
> then see if we can move our process of concept formation from a heap of
> question to
> question complexes and perhaps even true, scientific concepts?
> Lets see what xmca-o-phytes heap up.
> mike
> On 9/11/05, Phil Chappell <> wrote:
>> Mike,
>> As someone who has far less exciting things to do and can't manage
>> Seville, my "If I were going, what would I really want to learn from
>> the conference?" question goes like this (CAVEAT) - I'm not asking for
>> references to current work, but extensions of where "we" are at that
>> may be found in sunny Seville and I also appreciate the "conference
>> effect" of what may seem like totally unrelated sessions adding to
>> layers of an individual's understandings of her/his focus area (which
>> is an interesting area in itself):
>> question: How can chat help us to understand the meanings that are
>> made
>> during curriculum cycles and lessons within those cycles in adult
>> vocational classrooms?
>> There are spin-offs from questions one and three (below) to mine,
>> methinks.
>> Good luck to all the lucky ones making the journey.
>> Phil
>> On 11/09/2005, at 3:16 AM, Mike Cole wrote:
>>> Here are the questions we have so far plus one from me.
>>> 1. Leading activities: transitions from one to another; what
>>> categories or
>>> methods prove useful for some leading activities but less so for
>>> others; how
>>> to tell if an analysis works differ depending on the leading activity
>>> being
>>> studied? What happens to contemporaneous "non-leading" activities?
>>> 2. How should we understand the relation between monism, marx, &
>>> Spinoza?
>>> 3. How can language (Discourse mode?) be a tool for developing
>>> critical
>>> thinking among urban poor school participants?
>>> 4. some question about work activity (I am guessing, Helena), or
>>> maybe,
>>> what happened to your exciting symposium idea!
>>> 5. My question is about intervention studies. What do we know about
>>> the
>>> influence of relative power between interveners and those
>>> who are being "helped" on what transpires? This could be reformulated
>>> to as
>>> "who is the agent in intervention studies and who
>>> profits from them?"
>>> Who goes next? The world map is telling us that plenty of us have
>>> plenty
>>> of questions! And those of us going to Sevilla have several
>>> days to seek answers and report back about what we did or did not
>>> find.
>>> mike
>>> _______________________________________________
>>> xmca mailing list
> _______________________________________________
> xmca mailing list
Shirley Franklin
St Martin's College,
Tower Hamlets PDC,
English Street,
E3 4TA
Tel: 0207 364 6334
Mob: 07958 745802

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