xmca@weber.ucsd.edu writes:
Michael writes:
>
>
>
>Some of you are so prolific in writing to the list that my breath is
>frequently taken away. I feel hesitant at times to participate in the
>erudite exchanges... Following Mike's encouragement, here abstracts/
>comments on the couple of pieces I was referring to. M
>
>
>1.
>Wolff-Michael Roth, Daniel V. Lawless & Kenneth Tobin (2000).
>Coteaching | Cogenerative Dialoguing} as
>Praxis of Dialectic Method. Forum Qualitative Social Research, 1(3)
i down-loaded this paper last week - Michael had posted the site then
- and i've read it twice now - i found it fascinating because of my
position as a classroom teacher which is often the object of the
university researcher's gaze - and which so often problematizes the
classroom teacher without understanding the activity relationships that
are centered within the university that have situated the classroom
teacher within those problem. i hate talking this way without grounding
it in a specific experience. so, excuse me in this case please.
however, Michael's practice of co-teaching of researcher and classroom
teacher and student teacher is highly innovative - it deserves lots of
discussion, i think.
phillip
* * * * * * * *
* *
The English noun "identity" comes, ultimately, from the
Latin adverb "identidem", which means "repeatedly."
The Latin has exactly the same rhythm as the English,
buh-BUM-buh-BUM - a simple iamb, repeated; and
"identidem" is, in fact, nothing more than a
reduplication of the word "idem", "the same":
"idem(et)idem". "Same(and) same". The same,
repeated. It is a word that does exactly what
it means.
from "The Elusive Embrace" by Daniel
Mendelsohn.
phillip white
third grade teacher
doctoral student http://ceo.cudenver.edu/~hacms_lab/index.htm
scrambling a dissertation
denver, colorado
phillip_white@ceo.cudenver.edu
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