[Xmca-l] Re: 'funds' of knowledge and identity

Thu Jun 21 14:57:08 PDT 2018

Alfredo/all

Indeed – whose funds, and whose banks? The key term here is capital (economic or cultural) .. that is the potential by its possessors to oppress those who lack it.

I think we should be critical of ‘funds’ of knowledge and identity and point out that funds might be ‘capital’ and not just resources for oppressed peoples to challenge their oppressors.

In my critique, I point to the way such funds can actually provide resources for schooling to serve their function as reproducing and alienating learners…

What I liked about the paper (I think we are discussing on the dark side of funds of identity?) was that it seemed (see our MCA editorial) to offer an alternative view of ‘funds’… , that oppressed people might have developed ‘experiential’ resources (not capital) that schools would not necessarily normally recognise but that might actually challenge schools in their class reproductive functions.

Julian

From: <xmca-l-bounces@mailman.ucsd.edu> on behalf of Alfredo Gil <a.j.gil@iped.uio.no>
Reply-To: "eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu>
Date: Thursday, 21 June 2018 at 22:43
To: Greg Mcverry <jgregmcverry@gmail.com>, "eXtended Mind, Culture, Activity" <xmca-l@mailman.ucsd.edu>
Subject: [Xmca-l] Re: Annotations and XMCA

Interesting connection with the article through the digital side. Digital Funds of Identity! (if the term has not in fact been used yet). I am going to do a bit of re-tweet and of "like" gesture copying one of your statements, which I found quite revealing:

"What is the point of being able to draw on funds of identity if somebody else owns the bank?"

You just made me realise that xmca may be one such little carved place in the web as the ones you are hoping children will learn to create. Thanks for contributing to it, and thanks for the online annotation links.

Alfredo

________________________________
From: Greg Mcverry <jgregmcverry@gmail.com>
Sent: 21 June 2018 16:43
To: eXtended Mind, Culture, Activity; Alfredo Jornet Gil
Subject: Re: Annotations and XMCA

And I mix up my article and plural forms at the intersection of growing knowledge and the mistake of cutting and pasting as a synthesis tool to avoid the cognitive load of Russian spelling....hmmmmm

On Thu, Jun 21, 2018 at 10:21 AM Greg Mcverry <jgregmcverry@gmail.com<mailto:jgregmcverry@gmail.com>> wrote:
Alfredo,

I moved the discussion off of the other thread (though I am perpelexed by the Perezhivaniyaha and influence of power in  being told by educators to reflect on one's funds of identity) to think about annotations.

I wanted you to know they are automatically given a Public Domain License. If there was interest and people do want to maintain rights to their content we could do a private XMCA group.

Yet you are right. Hypothes.is it is still a place I must create an account. It  would be really cool to annotate, or at least syndicate annotations back to my blog. I try to include a feed to all my annotations as an iframe but as soon as I make a public annotation I no longer own it.

I am okay with this. Many on the listserv may not be. I am cool with that too. Your data. Your destiny.

In terms of my annotations I figure I am paid by taxpayers thus my mental work on the state dime belongs in the open. I also believe in the team behind the project as creating what Anil Dash calls "ethical tech<https://medium.com/humane-tech/12-things-everyone-should-understand-about-tech-d158f5a26411>" that would pass Stommel's test for Ethical online learning<https://www.slideshare.net/jessestommel/ethical-online-learning>

Yet now what happens when learning and reading itself become performative? Or the act of note taking used as a measure of learning?

When I annotate with students I never force them to give up rights to their work or publish openly. In fact I still allow print and paper annotation because I feel like I do not have a right to dictate what kind of external storage device to use.

I firmly believe students should own their data. Too often the perezhivanie surrounding online learning strips students of power. Rights to the content gone and often materials inaccessible as soon as class finishes. It can get worse and soon universities are drawing correlations between meal points spent and student performance.

The funds of knowledge and funds of identity outside of formal learning environments

This is what scares me more than anything in child development right now. "personality and knowledge are now actively constructed" (Blunden, p. 2)  in environments that are simultaneously designed to take advantage of brain chemistry while controlling the flow of social peer interactions.

The Funds of Identity children draw upon are algorithmically determined by corporate interest, mob mentality and millions of dollars into never published brain, computer, and human interaction research.

Who you talk to? Facebook feed. Chasing likes and clicks? Instagram envy.

I believe we need frank conversations about our avatars as they are just networked funds in the centralized bank of facebook (as in Facebook, What's App, Instagram, Occulus).

This is why I believe we need to teach our children early on about carving out their own corner of the web. What is the point of being able to draw on funds of identity if somebody else owns the bank?

We need to discuss with children that all the research shows notifications and social media often make more people sad than happy.

Most importantly, and a lesson I too often ignore, we need to model good digital hygiene. Remove most if not all notifications from your phone. Be picky about social media apps.Get your own website. Syndicate from your place out on to the web.

To circle back to the article that is the tough part of perezhivaniyaha in school is it is a place where funds of identity are developed yet the processing of social experiences occurs through rapid APIs and machine learning.

Thus I believe as educators we have a responsibility to our students and their avatars.

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