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

[mike cole]

[?] [?][?][?]

So much for trying to organized xmca discussion by threads! It hard to keep
track of the jumble of the email flow! I assume those who are following the
KrisRRQ thread will see this.
reveling in the rain
mike

On Fri, Dec 12, 2014 at 11:42 AM, Kris Gutierrez <gutierkd@gmail.com> wrote:
>
> Luisa, thanks.  I have always been a lurker on XMCA but can never keep
> with all the discussions.    I’m hoping the discussions will get us into
> the questions you raise and I’m happy to post references and pdfs too
> (e.g., Tejeda’s decolonizing and Espinoza’s article on Educational
> Sanctuaries).  Espinoza’s social dreaming is discussed in the RRQ article
> and I’ll look to see where else he might have written about it.  I don’t
> know when the syncretic piece will be out but will check.  Thanks for your
> interest.
>
>
> In particular, I hope we can also discuss the ways the social imagination
> (embodied and realized through Boal's teatro del oprimido, historicizing
> pedagogies, and syncretic texts, etc.) were central to the  ubiquitous
> "future oriented" organization of the activities that Mike points out—that
> is, the process of becoming historical actors.
>
>
>
> 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 12, 2014, at 11:25 AM, Luisa Aires <laires11@gmail.com> wrote:
> >
> > Dear Professor Kris Gutierrez
> >
> > It is delightful to see you here in XMCA :-)
> >
> >
> >
> > I must confess that after reading your post, I am going to read your
> text again because you added so much interesting information about MSLI
> program (for example, I didn´t know that MSLI had strong links with 5th
> dimension).
> >
> > I would like to learn about Chicano/a and ethnic studies, Tejeda’s
> decolonizing framework and pedagogies, and Manuel Espinoza’s notions of
> social dreaming. How can we access the most important references of those
> theories?
> >
> > One more question (we need to take advantage of your presence here ;-):
> when and how can we access your new piece about syncretic approach?
> >
> >
> >
> > Best wishes,
> >
> > Luísa A.
> >
> >
> >
> >
> > --
> > Department of Education and Distance Learning, Universidade Aberta
> > Centre of Studies on Migrations and Intercultural Relations (CEMRI)
> > R. Amial, nº 752, 4200-055 Porto, Portugal
> > laires@uab.pt <mailto:laires@uab.pt>
> > www.uab.pt <http://www.uab.pt/>
> >
> >
> > 2014-12-12 17:55 GMT+00:00 Kris Gutierrez <gutierkd@gmail.com <mailto:
> gutierkd@gmail.com>>:
> >
> > I don’t know if this went through last night.; so I’m reposting.
> apologies if you get it twice
> >
> >
> > > On Dec 12, 2014, at 12:45 AM, Kris Gutierrez <gutierkd@gmail.com
> <mailto:gutierkd@gmail.com>> wrote:
> > >
> > > Re: Mike/Miguel,  (Mike, XMCA has a weird email address for me and I
> am unable to post; would you post if it doesn’t come through?)
> > >
> > >          Miguel, who has deep knowledge of an important time in the
> Migrant Program (MSLI), rightly points out that the development of
> sociocritical
> > >
> > > literacies/  syncretic approaches to learning must be understood in
> the context of the larger designed ecology and its history.  And I can’t
> begin to do
> >
> > > it justice here.  But here are some reflections.
> > >
> > >  Building on a decade of earlier designs that brought together Freire
> and cultural historical theoretical perspectives, and Chicano/a and ethnic
> studies
> > >
> > > to create new forms of teaching  and learning, and theorizations of
> the Third Space that preceded the development of the month long migrant
> >
> > > program, MSLI was designed as a hybrid space organized around an
> historicizing pedagogy, informed, deepened, and augmented by
> > >
> > > Tejeda’s robust decolonizing framework  and pedagogies, and Manuel
> Espinoza’s notions of social dreaming and the importance of students
> >
> > > becoming historical actors who could "who invoke the past in order to
> re-mediate it so that it becomes a resource for current and future
> action.”  Their
> >
> > > work is key to understanding the MSLI ecology. Our long-term 5th
> Dimension work (UC Links), its theoretical underpinnings, and the
> pedagogical
> >
> > > approaches to undergraduate education and learning in informal
> contexts were also a part of the mix, as most of the MSLI instructional
> team also
> >
> > > was involved in 5th D work. Of significance, all MSLI staff had
> extensive knowledge of CHAT, critical pedagogies, social theories,
> disciplinary
> >
> > > learning, as well as direct experience with and in immigrant, migrant,
> and non dominant communities, their histories, repertoires, lived
> experiences,
> >
> > > and possibilities.
> > >
> > > There are many other important contributions of others I could
> elaborate here that contributed to the iterative design, re-mediation, and
> > >
> > > implementation and sustainability of this program, including
> Miguel's.    Consider Shirin Vossoughi’s recent MCA article, Social
> Analytic  Artifacts
> >
> > > Made Concrete,”  in  which she  beautifully elaborates the ways
> social analytic artifacts served as  tools “that deepened and propelled the
> collective
> >
> > > analysis of  social problems”  for migrant students and the
> instructional teams.
> > >
> > >       Our collective efforts and design were oriented toward
> transformation and change and had multiple aims: sociopolitical, cultural,
> educational,
> > >
> > > including reframing education and learning in ways that brought the
> everyday and scientific (school-based) concepts into conversation with one
> > >
> > > another (a different kind of conversation to be sure).  The goal in
> this regard was to put  scientific and everyday concepts on a more level
> playing field
> > >
> > > such that scientific concepts were not placed in an hierarchical
> relationship with the everyday.  Disciplinary learning and critical forms
> of literacy were
> > >
> > > placed in conversation, their tensions made the object of analysis
> —all toward the production of more meaningful and expansive forms of
> learning.
> > >
> > > Mike and Yrjo have written important work on this, and, Carol Lee’s
> work is another robust example.
> > >
> > > And, of course, there is a history of work among researchers in the
> sociocultural tradition who have attended to the consequential nature of
> everyday
> > >
> > > knowledge and practices in expansive ways (e.g., Scribner & Cole,
> 1973; Lave, 1988; 2012; Lave  & Rogoff, 1984; Rogoff, 2003, as key examples
> of
> > >
> > > work that informs this thinking, including ongoing conversations and
> collaborations with and weekly meetings at LCHC with Mike, Yrjo,
> Olga,Vasquez
> > >
> > > and others).
> > >
> > >
> > >       Our approach to consequential learning involved the development
> of syncretic approaches to literacy and social scientific thinking. The
> design
> > >
> > > involved  intentional moves that 1) brought together and reorganized
> different discourses, cultural practices, histories, and genres that were
> generally considered incompatible or in tension with one another; 2)
> preserved and foregrounded their tension; and 3) sought to maintain the
> value, history, and integrity of the everyday  vis-à-vis the dominant form,
> especially in light of historical power relations.  The syncretic
> testimonio is such an example. A nod here to Cindy Cruz’s powerful and
> informing work on testimonio.
> > > (I have a new piece in press which you read, Mike, that attempts to
> elaborate the syncretic approach).
> > >
> > > A footnote on the sociocritical article.  The RRQ Sociocritical
> Literacy article was the publication of my AERA Scribner Lecture (2005 for
> the 2004 Scribner Award for my work on the Third Space; the lecture and its
> published piece were my attempt to further theorize the Third Space, using
> MSLI as a robust example.
> > >
> > >  Hope this provides more context and food for thought.  excuse typos
> and lapses, it’s late.  Kris
> > >
> > >
> > > 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 11, 2014, at 6:49 AM, mike cole <mcole@ucsd.edu <mailto:
> mcole@ucsd.edu> <mailto:mcole@ucsd.edu <mailto:mcole@ucsd.edu>>> wrote:
> > >>
> > >> Thanks for the additional info.
> > >> All makes sense to me.
> > >> Mike
> > >>
> > >> On Wednesday, December 10, 2014, Zavala, Miguel <
> > >> mizavala@exchange.fullerton.edu <mailto:
> mizavala@exchange.fullerton.edu> <mailto:mizavala@exchange.fullerton.edu
> <mailto:mizavala@exchange.fullerton.edu>>> wrote:
> > >>
> > >>> While the focus is on public education, any space is amenable for
> > >>> analysis.  We sometimes get issues from parent organizers, student
> > >>> organizations, interviews of students fighting for social justice in
> > >>> college campuses.  Formal, non-formal, institutional,
> non-institutional,
> > >>> etc. will work.
> > >>>
> > >>> If the submission focuses on 'praxis', on responses and resistance
> to the
> > >>> neoliberal privatization of education, any space and sustained
> activity,
> > >>> etc. is worth looking at-- but a connection should be drawn to how it
> > >>> deliberately responds to neoliberalism and its messy tentacles,
> perhaps
> > >>> highlighting possible worlds and social dreams.
> > >>>
> > >>> A connection can definitely be drawn between sociocritical studies
> and
> > >>> this topic, certainly.  I believe the work we did in MSLI (I was an
> > >>> integral member of MSLI for 3 years) was in many ways creating
> alternative
> > >>> spaces and social dreams; in a way it was a bottom-up approach of
> building
> > >>> consciousness and I think Freire would have been proud of our work.
> As
> > >>> lead instructor, Carlos Tejeda's decolonizing pedagogies framework
> lead to
> > >>> some beautiful, creative activity in that space, for many years.  As
> an
> > >>> instantiation of sociocritical literacies, I would say the work Kris
> > >>> outlines is definitely a great example of "responses to
> neoliberalism" and
> > >>> was here and there a part of our talk/framing as we moved
> pedagogically.
> > >>>
> > >>> As an editor of the journal, the 'constraint' we do have is that
> > >>> submissions be written for a general audience; I know that is
> ambiguous.
> > >>> Keep in mind that the articles get read by our members in ARE, their
> > >>> students, they are sometimes used as political education in
> conferences,
> > >>> in some instances reading circles in non-formal community settings.
> > >>>
> > >>> -Miguel
> > >>>
> > >>>
> > >>> On 12/10/14 10:24 PM, "mike cole" <mcole@ucsd.edu <mailto:
> mcole@ucsd.edu> <mailto:mcole@ucsd.edu <mailto:mcole@ucsd.edu>>
> <javascript:;>> wrote:
> > >>>
> > >>>> How broad is your mandates, Miguel? Does it extend to after school?
> Seems
> > >>>> like it would help to know the kinds of efforts you consider
> exemplary
> > >>>> classics.
> > >>>>
> > >>>> Does this topic fit in with sociocritical studies?
> > >>>> Mike
> > >>>>
> > >>>> On Wednesday, December 10, 2014, Zavala, Miguel <
> > >>>> mizavala@exchange.fullerton.edu <mailto:
> mizavala@exchange.fullerton.edu> <mailto:mizavala@exchange.fullerton.edu
> <mailto:mizavala@exchange.fullerton.edu>> <javascript:;>> wrote:
> > >>>>
> > >>>>> XMCA List Family,
> > >>>>>
> > >>>>> I am relaying a call for manuscripts on a pressing issue impacting
> > >>>>> education everywhere. We conceptualized the idea of a grassroots
> > >>>>> journal in
> > >>>>> 2007 and it has grown, albeit slowly. Here's the latest call.
> > >>>>>
> > >>>>> Thanks!
> > >>>>>
> > >>>>> -------------------
> > >>>>>
> > >>>>> Regeneración, the Association of Raza Educators Journal
> > >>>>> Volume 6, Issue 1 (Spring 2015)
> > >>>>>
> > >>>>> CALL FOR SUBMISSIONS
> > >>>>> Deadline: February 15, 2015
> > >>>>>
> > >>>>> The theme for our next issue:
> > >>>>> "Resisting The Neoliberal Privatization of Education: Reclaiming
> > >>>>> Teachers'
> > >>>>> Unions, Education, and Epistemologies"
> > >>>>>
> > >>>>> Undeniably, ever since the World Bank declared education a
> trade-able
> > >>>>> service--trumping the idea that education is a basic human
> > >>>>> right--education
> > >>>>> and teachers have been increasingly under attack by corporations,
> > >>>>> venture
> > >>>>> philanthropists, and a growing managerial middle class, who
> function
> > >>>>> within
> > >>>>> a neoliberal ideology that places insurmountable faith in markets
> and
> > >>>>> the
> > >>>>> expansion of capitalism globally into all facets of everyday life.
> We
> > >>>>> believe that the neoliberal project to de-fund and privatize public
> > >>>>> education interlocks with the idea of a racial-colonial State.
> Thus,
> > >>>>> it is
> > >>>>> no coincidence that neoliberal experiments to privatize public
> education
> > >>>>> have materialized in large urban districts, such as Chicago, New
> York,
> > >>>>> Los
> > >>>>> Angeles, etc., where we find a significant number of Raza, Black,
> and
> > >>>>> other
> > >>>>> historically marginalized peoples.
> > >>>>>
> > >>>>> In this issue of Regeneración we seek both analysis and praxis,
> that is
> > >>>>> texts that help us understand more deeply how neoliberalism is
> manifest
> > >>>>> in
> > >>>>> particular geographic, social, and cultural spaces. As well, we are
> > >>>>> looking
> > >>>>> for texts that provide examples of resistance to the corporate
> takeover
> > >>>>> of
> > >>>>> public education. How are urban and other communities responding
> to the
> > >>>>> attacks on education and teachers? What grassroots and strategic
> spaces
> > >>>>> are
> > >>>>> created that provide alternatives to neoliberalism and
> capitalism?  How
> > >>>>> are
> > >>>>> teachers' unions being reinvented? What role does the fight for
> Ethnic
> > >>>>> Studies present as a counter to the neoliberal attack?
> > >>>>>
> > >>>>> FORMAT: Submissions may come from students, educators, parents,
> > >>>>> community
> > >>>>> organizers, or organizations; we also welcome scholarly
> submissions that
> > >>>>> are written for a general audience.  Formats may include
> testimonios,
> > >>>>> essays, poetry, art, personal narrative, as well as analytic and
> > >>>>> empirical
> > >>>>> studies.
> > >>>>>
> > >>>>> LENGTH: 700-3000 words
> > >>>>>
> > >>>>> SUBMISSION DEADLINE: February 15, 2015
> > >>>>> PUBLICATION DATE: April 15, 2015
> > >>>>>
> > >>>>> If you have any questions please contact: razaeducators@yahoo.com
> <mailto:razaeducators@yahoo.com> <mailto:razaeducators@yahoo.com <mailto:
> razaeducators@yahoo.com>>
> > >>> <javascript:;>
> > >>>>> <javascript:;><mailto:razaeducators@yahoo.com <mailto:
> razaeducators@yahoo.com> <mailto:razaeducators@yahoo.com <mailto:
> razaeducators@yahoo.com>> <javascript:;>
> > >>> <javascript:;>>
> > >>>>>
> > >>>>> To access past issues of Regeneración:
> > >>>>> http://www.razaeducators.org/archives_newsletter.html <
> http://www.razaeducators.org/archives_newsletter.html> <
> http://www.razaeducators.org/archives_newsletter.html <
> http://www.razaeducators.org/archives_newsletter.html>>
> > >>>>>
> > >>>>> The Association of Raza Educators
> > >>>>> www.razaeducators.org <http://www.razaeducators.org/> <
> http://www.razaeducators.org/ <http://www.razaeducators.org/>><
> http://www.razaeducators.org <http://www.razaeducators.org/> <
> http://www.razaeducators.org/ <http://www.razaeducators.org/>>>
> > >>>>>
> > >>>>
> > >>>>
> > >>>> --
> > >>>> It is the dilemma of psychology to deal with a natural science with
> an
> > >>>> object that creates history. Ernst Boesch.
> > >>>
> > >>>
> > >>>
> > >>
> > >> --
> > >> It is the dilemma of psychology to deal with a natural science with an
> > >> object that creates history. Ernst Boesch.
> > >
> > >
> > >
> > > Kris Gutierrez
> > > k.gutierrez@me.com <mailto:k.gutierrez@me.com> <mailto:
> k.gutierrez@me.com <mailto:k.gutierrez@me.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
> > >
> > >
> > >
> >
> >
> >
>
>

-- 
It is the dilemma of psychology to deal with a natural science with an
object that creates history. Ernst Boesch.
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