[Xmca-l] Re: digital immersion mongrel Vygotsky

[Bill Kerr]

off topic Andy - but what I said was Noel's DI approach in the Djarragun
school context not necessarily DI as such. My 4000 word essay on that is
Life After Noel here
https://sites.google.com/site/livingcontradictions/life-after-noel As an
evidence based approach and plenty of anecdotes I have heard  in
Australia's deep north it can still be argued that "DI works" not as a life
long approach but in the context of a catch up approach for those who have
missed out on early years basic literacy and numeracy. If you want to
discuss my "Life after Noel' essay or DI in general then please start
another thread.

This thread is about "digital immersion mongrel Vygotsky" not DI or Noel.

On Sun, Apr 8, 2018 at 10:32 AM, Andy Blunden <andyb@marxists.org> wrote:

> So you have given Direct Instruction a fail, Bill. For
> people in the field that is probably not a surprise, but it
> is very significant for the general public here in Oz. Could
> you summarise what brought you to the conclusion?
>
> Andy
>
> ------------------------------------------------------------
> Andy Blunden
> ttp://www.ethicalpolitics.org/ablunden/index.htm
> On 8/04/2018 10:02 AM, Bill Kerr wrote:
> > I'll put this up for discussion. It has been a twisted road for me to get
> > to this point. I had a fail with the Noel Pearson's Direct Instruction
> > approach near Cairns and have now moved to Alice Springs as a good
> location
> > for further action research into Australian indigenous issues.
> >
> > DIGITAL IMMERSION MONGREL VYGOTSKY
> > - a contextual pathway to enable modern indigenous technology
> >
> > The origin of this was an exploration of an effective way (pragmatically)
> > to bring digital technology to indigenous people. This turned into a
> hands
> > on exploration of disparate fields which for convenience can be organised
> > under three sub-headings which can in turn be melded together:
> >
> > *Epistemology*: One interpretation of Vygotsky argues that all knowledge
> is
> > socially constructed and that ethnomethodology, paying detailed attention
> > in the now, is the best or only way of detecting and evaluating what is
> > going on (Wolff-Michael Roth). This world view is critical of other
> > learning theories be they behaviourist, cognitivist or constructivist.
> >
> > *Culture*: Martin Nakata’s (cultural interface) and Kwame Appiah’s
> > (cosmopolitan) approach is that indigenous (and other) culture is mongrel
> > (no longer traditional), consisting of disparate, complex threads created
> > by the intermingling of the traditional with the colonial. It follows
> from
> > this that effective communication between different cultures must be
> > contextual based on paying detailed attention to the now.
> >
> > *Technology*: Taking a broad view there are many human technologies
> > originating from the hand and the word. Digital technology (moving bits)
> is
> > now replacing print as the dominant social medium. The only effective way
> > to master digital technology is through full immersion in the medium.
> Some
> > groups working with the Disadvantaged in the Third World have understood
> > this, eg. Learning Equality, and use affordable hardware (Raspberry Pi
> and
> > low-cost Android tablets), software (FOSS) and infrastructure (sneakernet
> > where internet connectivity is limited).
> >
> > Combining these approached leads to “Digital Immersion Mongrel Vygotsky”.
> > The goal is to combine these three approaches to find the contextual
> sweet
> > spot in the middle of the teething rings.
> >
> > *Reference*:
> > Appiah, Kwame Anthony. Cosmopolitanism: Ethics in a World of Strangers
> > (2007)
> > Learning Equality https://learningequality.org/
> > Nakata, Martin. Disciplining the Savages, Savaging the Disciplines (2007)
> > Roth, Wolff-Michael. The Mathematics of Mathematics: Thinking with the
> > Late, Spinozist Vygotsky (2017)
>
>