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

Oh, Emily, I was focused on the direct analysis of teaching/learning in out
of school settings, not the issue of how the outside of school plays out
inside. All of what you write makes sense. Just needed to get into the same
frame!
mike

On 4/3/08, Duvall, Emily <emily@uidaho.edu> wrote:
>
> 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.
> > >
> > >
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Received on Thu Apr 3 15:54 PDT 2008