[Xmca-l] Re: Re-situating funds of identity within contemporary interpretations of perezhivanie

[Greg Mcverry]

Alfredo there are two options: If you use Chrome you can have the
hypothes.is extension installed.

If you use Firefox:  click this link
https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf

Really stick https://via.hypothes.is/
<https://via.hypothes.is/https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf>
in front of most urls and you can annotate/ I should start using an xmca
tag for the articles I read from listserv

On Thu, Jun 21, 2018 at 8:24 AM Alfredo Jornet Gil <a.j.gil@iped.uio.no>
wrote:

> ​Thanks Julie and Greg.
>
>
> Welcome Julie! You made us (or at least me) curious about those remarks on
> the question of "existential" as related to "illumination" rather than
> simply an acknowledgement of the importance of "negative" experiences. I am
> excited to see if the discussion allows for unfolding more of this for us
> to learn a bit more.
>
>
> Greg, can the link that you shared be annotated? When I follow the link,
> it seems to only allow me to download the file, but not annotate it online.
> Or does it?
>
>
> Also, for those who might not have yet got a copy, the article is now open
> access and for the following weeks here:
>
> https://www.tandfonline.com/doi/full/10.1080/10749039.2018.1434799​
>
>
> Alfredo
>
>
>
>
> ------------------------------
> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
> on behalf of Greg Mcverry <jgregmcverry@gmail.com>
> *Sent:* 21 June 2018 14:03
> *To:* eXtended Mind, Culture, Activity
> *Subject:* [Xmca-l] Re: Re-situating funds of identity within
> contemporary interpretations of perezhivanie
>
> So I am annotating the article here before I formulate my response:
> https://jgregorymcverry.com/wp-content/uploads/2018/06/Resituating-Funds-of-Identity-Within-Contemporary-Interpretations-of-Perezhivanie.pdf
>
> Some quick thoughts:
> -Allowing students to choose their software created a situation where
> identity was also mediated by technical knowledge., which in itself
> signifies membership and identities within groups.
> -There is a wealth of literature exploring image metaphors and identity.
> This is usually framed from a new literacies perspective and draws on James
> Paul Gee (too much). Every digital story telling study ends with, "Students
> did "identity work" this provided a fresh take on funds of identity.
> -I thought the role of the environment was downplayed here. Being in a
> school setting the motivation for doing identity work is influenced by
> power relationships int he classroom.
> -Interesting how cultural meaning and funds of knowledge (lazy cat) were
> included in the avatar of "lazt cat"
> -I am scared for our youth when the environment of perezhivanie is
> controlled by algorithims. Students do not get to decide how their identity
> is projected. Their social interactions, the friends they see and
> communicate with are now controlled by corporations. We must encourage
> students to own their digital spaces.
> -I am playing with the idea of building critical evaluation by having
> students interact with bias avatars doing bias read alouds of multiple
> sources.
>
> On Wed, Jun 20, 2018 at 6:27 PM Alfredo Jornet Gil <a.j.gil@iped.uio.no>
> wrote:
>
>> ​Thanks for the discussion so far, Moises and Adam. And while Moises (or
>> anyone else) perhaps comes back with a more a more comprehensive reaction,
>> I was just wondering about Moisés question 2 and what the relation between
>> the categories "identity" and "personality" are, if they can be related at
>> all. In Vygotsky, perezhivanie is explicitly linked to personality. As far
>> as I can recall and without having gone to the texts and check, Vygotsky
>> does not use the term "identity" in the sense it is used in current
>> literature. This also leads me to wonder on the distinction
>> between *learning* (which according to Moises is part what the Funds of
>> Knowledge/Identity were designed to address) and *development*. Is
>> analytical categories, is perezhivanie more about development and funds of
>> identity more about learning? Or we have to differentiate them on other
>> grounds?
>>
>> Alfredo
>> ------------------------------
>> *From:* xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu>
>> on behalf of Adam Poole (16517826) <Adam.Poole@nottingham.edu.cn>
>> *Sent:* 19 June 2018 04:14
>> *To:* xmca-l@mailman.ucsd.edu
>> *Subject:* [Xmca-l] Re-situating funds of identity within contemporary
>> interpretations of perezhivanie
>>
>>
>>
>> Thanks to Moises for posting some questions about the article that I
>> would like to respond to.
>>
>>
>> I will first include his summary and interpretation of the paper and then
>> respond to his questions.
>>
>>
>>
>> Interpretation of paper
>>
>> The Poole’s paper invited me to enrich the notion of funds of identity.
>> Grounded in the funds of knowledge approach, the funds of identity concept
>> try to intentionally reinforce the positive backgrounds and experiences of
>> learners to overcome the deficit thinking in education (to sum up: by
>> reducing marginalized school population to a sum of cultural, social,
>> linguistic deficits).  However, our experience is not only light. And in
>> the dark funds of knowledge suggested by Zipin, existential funds of
>> identity invite us to capture a more holistic view on people’s experience.
>> In my opinion, deep learning (meaningful, significant learning) is based
>> on the recognition and transformation of learners’ identities. This
>> assertion, that would be one of my working hypothesis, assumes three
>> theoretical principles: (1) that human identities are culturally-situated
>> and distributed (geographical funds of identity, cultural funds of
>> identity, institutional funds of identity and so on); (2) that there is a
>> constitutive link between learning and identity (as so many scholars
>> suggested and developed) and (3) that meaning (significant experience)
>> plays an important role as a learning generator. Here in mind, I would
>> like to share three questions or topics that can help us to understand the
>> Adam Poole’s paper, in particular, and further advance our
>> conceptualization on contemporary topics as perezhivanie, in general.
>>
>>
>> Questions
>>
>>
>> 1)        Do you think that existential funds of identity should be
>> considered as a type of funds of identity? In other words, should be
>> incorporated into the prior classification into geographical, practical,
>> institutional, cultural and social funds of identity? Or may be should
>> be considered as a “re-theorization” of funds of identity?
>>
>>
>> This is a question that I have been struggling with for some time. When I
>> initially uncovered existential funds of identity I considered to be more
>> than a type of funds of identity. I couldn't see how it related to the five
>> categories that you proposed, as to me the type of identity being described
>> was more internal or meditative. However, the more I researched into the
>> funds of identity concept and its theoretical underpinnings, the more I
>> came to question this conclusion. Firstly, funds of identity, as I
>> understand it, is predicated upon a synthesis of macro and micro-level
>> approaches to culture - that is, identity is embedded in artefacts and
>> social practices and therefore is distributed in nature. However, to bring
>> in the concept of perezhivanie, individuals construct new identities from
>> the social identities that surround them. In contrast, I initially
>> understood existential funds of identity as largely phenomenological in
>> nature. However, on reflection, I realised that issues to do with identity
>> confusion, relationship problems, etc, are social in nature.
>>
>>
>> So, existential funds of identity should be seen as a complement to funds
>> of identity, rather than a re-theorisation of it. Most significantly, it
>> can be used to show how negative experiences can be drawn on in order to
>> bring about positive pedagogical outcomes.
>>
>>
>> However, I would be interested to know if anyone else thinks that
>> existential funds of identity complements or contradicts the concept
>> developed by Moises.
>>
>>
>>
>> 2)        How we could link the concepts of identity and perezhivanie?
>>
>>
>> Good question! For me. identity is an open-ended process that is both
>> personal and social in nature. For this reason, perezhivanie is a really
>> useful concept to bring this relationship into focus. Firstly, it shows how
>> development is the result of the dialectical relationship between the mind
>> and the environment. This relates to identity in a big way, as it
>> suggests that identity is quite fluid: we are different people in
>> different times and across different contexts. Perezhivanie is relevant
>> here as it helps to explain the way individuals relate differentially to
>> their environments. In relation to my teaching, I have found that students
>> do not embody fixed identities that they take with them from class to
>> class, but construct new identities in response to their classes - the
>> teacher, the students, the subject. To draw upon, and extend Thompson and
>> Hall's (2008) metaphor of 'virtual school bags of knowledge' - students do
>> not only bring one school bag with them, but have many different bags from
>> which they draw in the construction, and performance, of their classroom
>> identities.
>>
>>
>> This realisation lead me to question the role of labelling that you
>> often find in staff rooms - this is the 'difficult' student, this is the
>> 'gifted' student, etc. By observing students' behaviour in other classes, I
>> realised that there was something going on between the students and their
>> environments - hence the link between identity and perezhivanie. Rather
>> than engaging with the imposed label (that really says more about our
>> deficit thinking than the students themselves) we should engage with the
>> students' lived experiences of their social world - both positive and
>> negative.
>>
>>
>> 3)        One of the aims of funds of identity is to develop an approach
>> to the construct “identity” that had educational implications. What are
>> the
>> educational/pedagogical implications of the existential funds of identity?
>>
>>
>> This is a bit more of a complicated one! I do agree with your assertion
>> that drawing upon minoritised students' negative or problematic experiences
>> could lead to the reproduction of deficit thinking. However, I do think
>> that if handled ethically, teachers can draw upon both light and dark funds
>> of identity in order to valorise the whole child and their social worlds.
>> So pedagogically, existential funds of identity can help to develop 'thick'
>> stranded relationships between teachers and students. Moreover, it can also
>> bridge the gap between the classroom and home by acknowledging that life
>> and individual experiencing is complex and multi-layered, often involving
>> critical moments that are ambivalent in nature. I have to say that this
>> approach may not be appropriate for younger learners. I had in mind
>> adolescent learners when I developed the idea of existential funds of
>> identity.
>>
>>
>>
>> Cheers,
>>
>>
>> Adam
>>
>>
>>
>>
>>
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