RE: [xmca] James Banks' talk / LIFE Center

Hi Mike,
The connection I see with Delpit, along with Willis, Dyson, Heath and
others is the fundamental recognition/ honoring of what different
children bring to the classroom as their capital.

Some of the work I think about with regard to Delpit is in terms of
direct instruction in the dominant discourse as a way providing children
with tools to negotiate a new, rather than replace an old, discourse.
Willis, too, talks to the richness of what children may have to offer,
but also the fear of being misunderstood and the lack of place for what
they have in the classroom - for example, what types of literacy are
valued and taught. Anne Dyson sums some of this up when she talks about
the 'all' children and how to find a place for children's different
texts and discourses within the classroom.

I'm no expert in LIFE work, but as I understand it there may be
philosophical connections.
For example, one strand, which involves implicit learning, speaks to
what I understand is the frame we bring to the learning environment
including our biases and filters as sociocultural beings. A second
strand brings our informal understandings/ learning and a third, formal
learning.
These strands suggest a recognition of habitus and, while perhaps not
directly speaking on STEM, there are nonetheless ways of being that are
important to teacher understandings of their students and a negotiation
of curriculum; these bear consideration across disciplines.

Just thoughts.
~ Em

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
On Behalf Of Mike Cole
Sent: Tuesday, April 01, 2008 5:01 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] James Banks' talk / LIFE Center

Hi Emily--

What is the connection of the LIFE center work to Delpit and the others,
all
of whom seem so diverse to me?
mike

On Mon, Mar 31, 2008 at 10:10 AM, Duvall, Emily <emily@uidaho.edu>
wrote:

> This sounds reminiscent of Frank Smith's work on official versus
classic
> learning, Dyson's the 'all children' work, Delpit, Willis, etc in
education?
> ~ Em
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu]
On
> Behalf Of David Shaenfield
> Sent: Monday, March 31, 2008 9:39 AM
> To: eXtended Mind, Culture, Activity
> Subject: [xmca] James Banks' talk / LIFE Center
>
>
> I was at the Banks' talk and got the same message. The panel spoke on
the
> consensus report recently released by the Learning in Informal and
Formal
> Environments (LIFE) center.
> Principles:
> http://life-slc.org/?p=613
> Details:
> http://life-slc.org/?p=498
>
> take care,
> David
>
> ----- Original Message ----
> From: Lois Holzman <lholzman@eastsideinstitute.org>
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Sent: Monday, March 31, 2008 11:54:09 AM
> Subject: Re: [xmca] What new and interesting?
>
> I don't know if it qualifies as a model, but there is also what is
> referred to as supplemental education by Gordon and his colleagues,
> and complementary learning by the Harvard Family Research Group-the
> basic idea being that it is outside of school opportunities that make
> the difference. The range is pretty big-quality structured programs
> like The Fifth Dimension, museum going, family trips, camps, cultural
> and sports events and lessons, etc. The philosophical writings on
> identity and race and cosmopolitanism by Appiah (which I like very
> much) also resonate here.
> I wasn't there, but I heard that James Banks' talk at AERA suggested
> that if kids are learning outside of school more than in school maybe
> ed researchers should pay attention. Can someone who heard his talk
> fill in (and correct me if I got it wrong)?
> Lois
>
> On Mar 31, 2008, at 10:45 AM, ERIC.RAMBERG@spps.org wrote:
>
> >
> > The big push in american public schools is to "close the achievement
> > gap."
> > This means that there is a discrepancy in achievement when test
> > scores of
> > one racial group are compared with another racial group. What is it
> > that
> > we know about the cause of this and how many different answers have
> > been
> > given in trying to explain it? Are we using the correct tool for
> > measuring
> > the achievement gap? We have Feuerstein's model, we have Freier's
> > model
> > and then we have the NCLB model. Seeing as the first two models are
> > outside the circle of funding it is obvious what model will be
> > provided the
> > public schools in the U.S. My new and interesting thought is that
> > given
> > the reality of how public schools are funded and that NCLB will not
> > go away
> > any time soon, how can the 5th dimension research be expanded so it
> > can
> > have influence on closing the achievement gap?
> >
> > respectfully,
> >
> > eric
> >
> > P.S. Paula I hope you choose to introduce your new research soon.
> >
> >
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
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Received on Thu Apr 3 00:52 PDT 2008