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[xmca] Re: xmca Digest, Vol 77, Issue 5
Dear xmca:
I would like to comment in relation to perezhivanie vivencia in Spanish and
to what Helen Grimmet is discussing as participant observation.
Andy, when I start studying Fernando’s Gonzalez Rey work I found the
translation of perezhivanie as vivencia. Vivencia in singular, vivencias in
plural however is related to life, vida. Later on in the Spanish
translation of Vygotsky volume one he alerts us to the word viva, alive...
Por unidad entendemos el resultado del análisis que, a diferencia de los
elementos, goza de *todas las propiedades fundamentales
características del conjunto y constituye una parte viva e indivisible de la
totalidad.*
By unity we mean the result of analysis which, unlike elements, enjoys all
thefundamental properties and findamental characteristics of the whole which
is a living part of the whole and indivisible.
I make referemce to this because agreeing with you and Gonzalez Rey work
Vygotsky was theorizing that ‘unit’ and going beyond external internal or
cognitive emotional dichotomies. I do believe that unit was perezhivanie
vivencias which it is as Ferholt also alerts us an intense lived experience
and I think a dramatic event in everyday life.
Vivir to live, vivencia what we are living, we. There is a lot of discussion
of how there is another component of vivencias perezhivanie which is that
awareness, that meaning, and for me and Fernando will agree with me is sense
which has given little attention. As researchers we are not only
participants of collaborating but convivencia (with) in the vivencias of our
participants we are living the struggles, the intensities, the perezhivanie!
I am in a perezhivanie with perezhivanie in love... there is a component
that unites emotionthinking as living is a very active stand... is how
A.A.Leontiev says there can be one meaning but there are many different
senses. I wonder what other thinks? I am very humble sharing this views to
the xmca community.
Regards,
Gloria Quinones
On Thu, Oct 6, 2011 at 6:00 AM, <xmca-request@weber.ucsd.edu> wrote:
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> 1. Re: Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist
> methodology: Classical legacy and contemporary developments: 1
> October 2011; Vol. 21, No. 5 (Helen Grimmett)
> 2. Re: Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist
> methodology: Classical legacy and contemporary developments: 1
> October 2011; Vol. 21, No. 5 (mike cole)
> 3. Re: Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist
> methodology: Classical legacy and contemporary developments: 1
> October 2011; Vol. 21, No. 5 (Helen Grimmett)
> 4. test - please ignore (Jussi Silvonen)
> 5. FW: 7th International Conference on Dialogical Self ~ October
> 25-28, 2011 ~ Registration Now Open!!!
> (Peter Smagorinsky)
> 6. Re: Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist
> methodology: Classical legacy and contemporary developments: 1
> October 2011; Vol. 21, No. 5 (mike cole)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Wed, 5 Oct 2011 12:07:33 +1100
> From: Helen Grimmett <helen.grimmett@monash.edu>
> Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist methodology:
> Classical legacy and contemporary developments: 1 October 2011; Vol.
> 21, No. 5
> To: vanderriet@ukzn.ac.za, "eXtended Mind, Culture, Activity"
> <xmca@weber.ucsd.edu>
> Message-ID:
> <CAGzL+FKq4fAScYckxsuKVZmF1p_hx_S=M8MdGVGajXr723TFJA@mail.gmail.com
> >
> Content-Type: text/plain; charset=ISO-8859-1
>
> Thank you! Perfect timing, as I am about to revisit my methodology chapter
> again and there is a lot here that should be helpful.
>
> Sutter's article is particularly interesting as he discusses the need for
> research which treats the joint activity of the researcher and the other
> participants in the developmental project itself as the object of analysis
> (rather than focussing on the practice of the other participants). I have
> actually inadvertently stumbled into doing this type of research (looking
> at
> the actual practice of teacher' professional development itself rather than
> studying the consequences of the PD on the teachers' practice) due to
> issues
> with data collection in my original project, so it is good to know that
> others see a need for this as a way of extending interventionist research.
>
> Cheers,
> Helen
>
> On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:
>
> > Of interest?
> > Sent from my BlackBerry® wireless device
> >
> > -----Original Message-----
> > From: sage_contents_alert@alerts.stanford.edu
> > Date: Sun, 2 Oct 2011 05:44:13
> > To: <vanderriet@ukzn.ac.za>
> > Subject: Theory & Psychology Table of Contents for Cultural-historical
> > activity theory and interventionist methodology: Classical legacy and
> > contemporary developments: 1 October 2011; Vol. 21, No. 5
> >
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> > Theory & Psychology Online Table of Contents Alert A new issue of Theory
> > & Psychology <http://tap.sagepub.com> is available online:
> > Cultural-historical activity theory and interventionist methodology:
> > Classical legacy and contemporary developments:
> > 1 October 2011; Vol. 21, No. 5
> >
> > The below Table of Contents is available online at:
> > http://tap.sagepub.com/content/vol21/issue5/?etoc
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> > Introduction
> >
> >
> >
> > Cultural-historical activity theory and
> > interventionist methodology: Classical legacy and contemporary
> developments
> > Annalisa Sannino and Berthel Sutter
> > Theory Psychology 2011;21 557-570
> > http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
> > http://tap.sagepub.com/content/vol21/issue5/?etoc>
> >
> >
> > ----------------
> > Articles
> > ----------------
> > Activity theory as an activist and
> > interventionist theory
> > Annalisa Sannino
> > Theory Psychology 2011;21 571-597
> > http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>
> >
> > From design experiments to
> formative
> > interventions
> > Yrjö Engeström
> > Theory Psychology 2011;21 598-628
> > http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>
> >
> > From change to development:
> > Expanding the concept of intervention
> > Jaakko Virkkunen and Marika Schaupp
> > Theory Psychology 2011;21 629-655
> > http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>
> >
> > Design experimentation and mutual
> > appropriation: Two strategies for university/community collaborative
> > after-school interventions
> > Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
> > Theory Psychology 2011;21 656-680
> > http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>
> >
> > Intervening for transforming: The
> > horizon of action in the Clinic of Activity
> > Yves Clot and Katia Kostulski
> > Theory Psychology 2011;21 681-696
> > http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>
> >
> > How to analyze and promote
> > developmental activity research?
> > Berthel Sutter
> > Theory Psychology 2011;21 697-714
> > http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>
> >
> >
> > ----------------
> > Comments
> > ----------------
> > Activity and intervention: On
> > problem solving, discourse, and the rest
> > Falk Seeger
> > Theory Psychology 2011;21 715-723
> > http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>
> >
> > Power, politics, and intervention
> > theory: Lessons from organization studies
> > Frank Blackler
> > Theory Psychology 2011;21 724-734
> > http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
> > http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>
> >
> >
> >
> > ----------------
> >
> > This message was sent to vanderriet@ukzn.ac.za.
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>
> --
> Helen Grimmett
> PhD Student, Teaching Associate
> Faculty of Education
> Monash University, Peninsula Campus
>
>
> ------------------------------
>
> Message: 2
> Date: Tue, 4 Oct 2011 20:00:30 -0700
> From: mike cole <lchcmike@gmail.com>
> Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist methodology:
> Classical legacy and contemporary developments: 1 October 2011; Vol.
> 21, No. 5
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Message-ID:
> <CAHCnM0Ar6qzjr6j66Eyt9J1XW9-OJ-97qtNAR_VAjG5s92pj+Q@mail.gmail.com
> >
> Content-Type: text/plain; charset=ISO-8859-1
>
> Intresting convergence, Helen.
> We are doing the same thing locally. It seems a necessary reflective
> practice as part of our practices as observant participants.
> mike
>
> On Tue, Oct 4, 2011 at 6:07 PM, Helen Grimmett <helen.grimmett@monash.edu
> >wrote:
>
> > Thank you! Perfect timing, as I am about to revisit my methodology
> chapter
> > again and there is a lot here that should be helpful.
> >
> > Sutter's article is particularly interesting as he discusses the need for
> > research which treats the joint activity of the researcher and the other
> > participants in the developmental project itself as the object of
> analysis
> > (rather than focussing on the practice of the other participants). I have
> > actually inadvertently stumbled into doing this type of research (looking
> > at
> > the actual practice of teacher' professional development itself rather
> than
> > studying the consequences of the PD on the teachers' practice) due to
> > issues
> > with data collection in my original project, so it is good to know that
> > others see a need for this as a way of extending interventionist
> research.
> >
> > Cheers,
> > Helen
> >
> > On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:
> >
> > > Of interest?
> > > Sent from my BlackBerry® wireless device
> > >
> > > -----Original Message-----
> > > From: sage_contents_alert@alerts.stanford.edu
> > > Date: Sun, 2 Oct 2011 05:44:13
> > > To: <vanderriet@ukzn.ac.za>
> > > Subject: Theory & Psychology Table of Contents for Cultural-historical
> > > activity theory and interventionist methodology: Classical legacy and
> > > contemporary developments: 1 October 2011; Vol. 21, No. 5
> > >
> > >
> > > </css/default.css>
> </css/ie.css>
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> > > Theory & Psychology Online Table of Contents Alert A new issue of
> Theory
> > > & Psychology <http://tap.sagepub.com> is available online:
> > > Cultural-historical activity theory and interventionist methodology:
> > > Classical legacy and contemporary developments:
> > > 1 October 2011; Vol. 21, No. 5
> > >
> > > The below Table of Contents is available online at:
> > > http://tap.sagepub.com/content/vol21/issue5/?etoc
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > >
> > > Introduction
> > >
> > >
> > >
> > > Cultural-historical activity theory and
> > > interventionist methodology: Classical legacy and contemporary
> > developments
> > > Annalisa Sannino and Berthel Sutter
> > > Theory Psychology 2011;21 557-570
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
> > > http://tap.sagepub.com/content/vol21/issue5/?etoc>
> > >
> > >
> > > ----------------
> > > Articles
> > > ----------------
> > > Activity theory as an activist
> and
> > > interventionist theory
> > > Annalisa Sannino
> > > Theory Psychology 2011;21 571-597
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>
> > >
> > > From design experiments to
> > formative
> > > interventions
> > > Yrjö Engeström
> > > Theory Psychology 2011;21 598-628
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>
> > >
> > > From change to development:
> > > Expanding the concept of intervention
> > > Jaakko Virkkunen and Marika Schaupp
> > > Theory Psychology 2011;21 629-655
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>
> > >
> > > Design experimentation and
> mutual
> > > appropriation: Two strategies for university/community collaborative
> > > after-school interventions
> > > Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
> > > Theory Psychology 2011;21 656-680
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>
> > >
> > > Intervening for transforming:
> The
> > > horizon of action in the Clinic of Activity
> > > Yves Clot and Katia Kostulski
> > > Theory Psychology 2011;21 681-696
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>
> > >
> > > How to analyze and promote
> > > developmental activity research?
> > > Berthel Sutter
> > > Theory Psychology 2011;21 697-714
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>
> > >
> > >
> > > ----------------
> > > Comments
> > > ----------------
> > > Activity and intervention: On
> > > problem solving, discourse, and the rest
> > > Falk Seeger
> > > Theory Psychology 2011;21 715-723
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>
> > >
> > > Power, politics, and
> intervention
> > > theory: Lessons from organization studies
> > > Frank Blackler
> > > Theory Psychology 2011;21 724-734
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
> > > http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>
> > >
> > >
> > >
> > > ----------------
> > >
> > > This message was sent to vanderriet@ukzn.ac.za.
> > >
> > >
> > > ----------------
> > >
> > >
> > > Your SAGE Journals Online login username is: mvdr
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> > > * Print ISSN: 0959-3543
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> > > __________________________________________
> > > _____
> > > xmca mailing list
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> > >
> >
> >
> > --
> > Helen Grimmett
> > PhD Student, Teaching Associate
> > Faculty of Education
> > Monash University, Peninsula Campus
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
> ------------------------------
>
> Message: 3
> Date: Wed, 5 Oct 2011 16:33:38 +1100
> From: Helen Grimmett <helen.grimmett@monash.edu>
> Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist methodology:
> Classical legacy and contemporary developments: 1 October 2011; Vol.
> 21, No. 5
> To: lchcmike@gmail.com, "eXtended Mind, Culture, Activity"
> <xmca@weber.ucsd.edu>
> Message-ID:
> <CAGzL+FL6po6bbwwOsq1-e--YP5EW1-OC7dhcP0Hw248Xv7RQag@mail.gmail.com
> >
> Content-Type: text/plain; charset=ISO-8859-1
>
> Oooh, I like the term 'observant participants' !! The usual 'participant
> observer' doesn't seem quite right for this sort of research and so I've
> been thinking of myself as a participant collaborator, but this didn't
> really cover all that my role entails either. Maybe even 'observant
> collaborator' might be appropriate?! Mmm, thanks for the food for thought!
> Helen
>
> On 5 October 2011 14:00, mike cole <lchcmike@gmail.com> wrote:
>
> > Intresting convergence, Helen.
> > We are doing the same thing locally. It seems a necessary reflective
> > practice as part of our practices as observant participants.
> > mike
> >
> > On Tue, Oct 4, 2011 at 6:07 PM, Helen Grimmett <
> helen.grimmett@monash.edu
> > >wrote:
> >
> > > Thank you! Perfect timing, as I am about to revisit my methodology
> > chapter
> > > again and there is a lot here that should be helpful.
> > >
> > > Sutter's article is particularly interesting as he discusses the need
> for
> > > research which treats the joint activity of the researcher and the
> other
> > > participants in the developmental project itself as the object of
> > analysis
> > > (rather than focussing on the practice of the other participants). I
> have
> > > actually inadvertently stumbled into doing this type of research
> (looking
> > > at
> > > the actual practice of teacher' professional development itself rather
> > than
> > > studying the consequences of the PD on the teachers' practice) due to
> > > issues
> > > with data collection in my original project, so it is good to know that
> > > others see a need for this as a way of extending interventionist
> > research.
> > >
> > > Cheers,
> > > Helen
> > >
> > > On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:
> > >
> > > > Of interest?
> > > > Sent from my BlackBerry® wireless device
> > > >
> > > > -----Original Message-----
> > > > From: sage_contents_alert@alerts.stanford.edu
> > > > Date: Sun, 2 Oct 2011 05:44:13
> > > > To: <vanderriet@ukzn.ac.za>
> > > > Subject: Theory & Psychology Table of Contents for
> Cultural-historical
> > > > activity theory and interventionist methodology: Classical legacy and
> > > > contemporary developments: 1 October 2011; Vol. 21, No. 5
> > > >
> > > >
> > > > </css/default.css>
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> > > > Theory & Psychology Online Table of Contents Alert A new issue of
> > Theory
> > > > & Psychology <http://tap.sagepub.com> is available online:
> > > > Cultural-historical activity theory and interventionist methodology:
> > > > Classical legacy and contemporary developments:
> > > > 1 October 2011; Vol. 21, No. 5
> > > >
> > > > The below Table of Contents is available online at:
> > > > http://tap.sagepub.com/content/vol21/issue5/?etoc
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > >
> > > > Introduction
> > > >
> > > >
> > > >
> > > > Cultural-historical activity theory and
> > > > interventionist methodology: Classical legacy and contemporary
> > > developments
> > > > Annalisa Sannino and Berthel Sutter
> > > > Theory Psychology 2011;21 557-570
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
> > > > http://tap.sagepub.com/content/vol21/issue5/?etoc>
> > > >
> > > >
> > > > ----------------
> > > > Articles
> > > > ----------------
> > > > Activity theory as an activist
> > and
> > > > interventionist theory
> > > > Annalisa Sannino
> > > > Theory Psychology 2011;21 571-597
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>
> > > >
> > > > From design experiments to
> > > formative
> > > > interventions
> > > > Yrjö Engeström
> > > > Theory Psychology 2011;21 598-628
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>
> > > >
> > > > From change to development:
> > > > Expanding the concept of intervention
> > > > Jaakko Virkkunen and Marika Schaupp
> > > > Theory Psychology 2011;21 629-655
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>
> > > >
> > > > Design experimentation and
> > mutual
> > > > appropriation: Two strategies for university/community collaborative
> > > > after-school interventions
> > > > Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
> > > > Theory Psychology 2011;21 656-680
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>
> > > >
> > > > Intervening for transforming:
> > The
> > > > horizon of action in the Clinic of Activity
> > > > Yves Clot and Katia Kostulski
> > > > Theory Psychology 2011;21 681-696
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>
> > > >
> > > > How to analyze and promote
> > > > developmental activity research?
> > > > Berthel Sutter
> > > > Theory Psychology 2011;21 697-714
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>
> > > >
> > > >
> > > > ----------------
> > > > Comments
> > > > ----------------
> > > > Activity and intervention: On
> > > > problem solving, discourse, and the rest
> > > > Falk Seeger
> > > > Theory Psychology 2011;21 715-723
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>
> > > >
> > > > Power, politics, and
> > intervention
> > > > theory: Lessons from organization studies
> > > > Frank Blackler
> > > > Theory Psychology 2011;21 724-734
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
> > > > http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>
> > > >
> > > >
> > > >
> > > > ----------------
> > > >
> > > > This message was sent to vanderriet@ukzn.ac.za.
> > > >
> > > >
> > > > ----------------
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> > > > Copyright © by 2011 by SAGE Publications <
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> > > > __________________________________________
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> > > > xmca mailing list
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> > > >
> > > >
> > >
> > >
> > > --
> > > Helen Grimmett
> > > PhD Student, Teaching Associate
> > > Faculty of Education
> > > Monash University, Peninsula Campus
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
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> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
> --
> Helen Grimmett
> PhD Student, Teaching Associate
> Faculty of Education
> Monash University, Peninsula Campus
>
>
> ------------------------------
>
> Message: 4
> Date: Wed, 5 Oct 2011 15:31:52 +0300
> From: Jussi Silvonen <jussi.silvonen@uef.fi>
> Subject: [xmca] test - please ignore
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Message-ID:
> <EAE48DE068988141AA7087EF40AE5E660E8AA9DE@EXCVS1.uefad.uef.fi>
> Content-Type: text/plain; charset="us-ascii"
>
> Hi,
>
> this is a test - please ignore and delete. For the administrator - would
> you, please, remove my old e-mail jussi.silvonen@joensuu.fi<mailto:
> jussi.silvonen@joensuu.fi> from the list.
>
> JusSi
> ----------------
> Jussi Silvonen
> PhD, Adjunct Professor
> School of Educational Sciences and Psychology
> P.O. Box 111
> FI-80101 Joensuu, Finland
> ---
> http://www.mendeley.com/profiles/jussi-silvonen
>
>
>
>
> ------------------------------
>
> Message: 5
> Date: Wed, 5 Oct 2011 12:33:58 +0000
> From: Peter Smagorinsky <smago@uga.edu>
> Subject: [xmca] FW: 7th International Conference on Dialogical Self ~
> October 25-28, 2011 ~ Registration Now Open!!!
> To: "xmca@weber.ucsd.edu" <xmca@weber.ucsd.edu>,
> "'UGADOCS@listserv.uga.edu'" <UGADOCS@listserv.uga.edu>
> Message-ID:
> <
> D978F610641CB249AE42B883A3CC3B7F1FAE9A0D@SN2PRD0202MB131.namprd02.prod.outlook.com
> >
>
> Content-Type: text/plain; charset="us-ascii"
>
>
>
> [Description: Description: Description: Description: Description:
> Description: Description: Description: Description: Description:
> Description: cid:image001.png@01CC45F9.8BA59680]
>
>
> Registration Now Open!
> http://www.coe.uga.edu/events
>
> [Description: Description: Description: cid:image002.png@01CC537B.636EA460
> ]
>
> 7TH International Conference on Dialogical Self
>
> October 25-28, 2012
>
> Georgia Center for Continuing Education - Athens, Georgia, USA
>
> Keynote Speakers:
> Jeffrey Jensen Arnett, Clark University
> Hubert Hermans, Radboud University of Nijmegen
> Peter Raggatt, James Cook University
>
> Featured Lecturer:
> John Rowan, Fellow of the British Psychological Society
> Henderikus Stam, University of Calgary
>
> Click here to see the complete flyer!<
> http://www.coe.uga.edu/events/files/2011/09/2011_10_03-Registration-Now-Open-Card-Dialogical-Self.pdf
> >
>
> Deadline for Submissions: March 31, 2012<
> http://www.coe.uga.edu/dialogicalself2012/>
>
> For program information, please contact Dr. Bob Fecho: bfecho@uga.edu
> <mailto:bfecho@uga.edu> * 706-542-2718
>
> We hope you will join us!
>
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> ------------------------------
>
> Message: 6
> Date: Wed, 5 Oct 2011 07:35:31 -0700
> From: mike cole <lchcmike@gmail.com>
> Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
> Cultural-historical activity theory and interventionist methodology:
> Classical legacy and contemporary developments: 1 October 2011; Vol.
> 21, No. 5
> To: Helen Grimmett <helen.grimmett@monash.edu>
> Cc: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Message-ID:
> <CAHCnM0CJe4ygq0ZaO77ZT0B41DWWH9+wJKRm1cwr_rMCH2FKnA@mail.gmail.com
> >
> Content-Type: text/plain; charset=ISO-8859-1
>
> This term arose in our group in circumstances where we were pretty sure we
> were participants and legitimatively if peripherally and
> PROBLEMATICALLY so. We had collaboration as a goal, its a prominent feature
> of participation. But there can be, and often is,
> a lot of participation and at some important levels, its very difficult to
> characterize the activity as homogeneously collaborative.
>
> By not pre-judging, it helps to keep one's self-critical antennae on the
> alert.
> mike
>
> On Tue, Oct 4, 2011 at 10:33 PM, Helen Grimmett
> <helen.grimmett@monash.edu>wrote:
>
> > Oooh, I like the term 'observant participants' !! The usual 'participant
> > observer' doesn't seem quite right for this sort of research and so I've
> > been thinking of myself as a participant collaborator, but this didn't
> > really cover all that my role entails either. Maybe even 'observant
> > collaborator' might be appropriate?! Mmm, thanks for the food for
> thought!
> > Helen
> >
> >
> > On 5 October 2011 14:00, mike cole <lchcmike@gmail.com> wrote:
> >
> >> Intresting convergence, Helen.
> >> We are doing the same thing locally. It seems a necessary reflective
> >> practice as part of our practices as observant participants.
> >> mike
> >>
> >> On Tue, Oct 4, 2011 at 6:07 PM, Helen Grimmett <
> helen.grimmett@monash.edu
> >> >wrote:
> >>
> >> > Thank you! Perfect timing, as I am about to revisit my methodology
> >> chapter
> >> > again and there is a lot here that should be helpful.
> >> >
> >> > Sutter's article is particularly interesting as he discusses the need
> >> for
> >> > research which treats the joint activity of the researcher and the
> other
> >> > participants in the developmental project itself as the object of
> >> analysis
> >> > (rather than focussing on the practice of the other participants). I
> >> have
> >> > actually inadvertently stumbled into doing this type of research
> >> (looking
> >> > at
> >> > the actual practice of teacher' professional development itself rather
> >> than
> >> > studying the consequences of the PD on the teachers' practice) due to
> >> > issues
> >> > with data collection in my original project, so it is good to know
> that
> >> > others see a need for this as a way of extending interventionist
> >> research.
> >> >
> >> > Cheers,
> >> > Helen
> >> >
> >> > On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:
> >> >
> >> > > Of interest?
> >> > > Sent from my BlackBerry® wireless device
> >> > >
> >> > > -----Original Message-----
> >> > > From: sage_contents_alert@alerts.stanford.edu
> >> > > Date: Sun, 2 Oct 2011 05:44:13
> >> > > To: <vanderriet@ukzn.ac.za>
> >> > > Subject: Theory & Psychology Table of Contents for
> Cultural-historical
> >> > > activity theory and interventionist methodology: Classical legacy
> and
> >> > > contemporary developments: 1 October 2011; Vol. 21, No. 5
> >> > >
> >> > >
> >> > > </css/default.css>
> >> </css/ie.css>
> >> > > </css/highwire.css>
> >> > > </css/content_box.css>
> >> > > </css/ie.css>
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > > *
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> http://tap.sagepub.com/switch/help?fromid=pageid-home&fromres=&fromsite=Theory+%26+Psychology&returnurl=http%3A%2F%2Ftap.sagepub.com%2F
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> >> > >
> >> > > Theory & Psychology Online Table of Contents Alert A new issue of
> >> Theory
> >> > > & Psychology <http://tap.sagepub.com> is available online:
> >> > > Cultural-historical activity theory and interventionist methodology:
> >> > > Classical legacy and contemporary developments:
> >> > > 1 October 2011; Vol. 21, No. 5
> >> > >
> >> > > The below Table of Contents is available online at:
> >> > > http://tap.sagepub.com/content/vol21/issue5/?etoc
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > >
> >> > > Introduction
> >> > >
> >> > >
> >> > >
> >> > > Cultural-historical activity theory and
> >> > > interventionist methodology: Classical legacy and contemporary
> >> > developments
> >> > > Annalisa Sannino and Berthel Sutter
> >> > > Theory Psychology 2011;21 557-570
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
> >> > > http://tap.sagepub.com/content/vol21/issue5/?etoc>
> >> > >
> >> > >
> >> > > ----------------
> >> > > Articles
> >> > > ----------------
> >> > > Activity theory as an
> activist
> >> and
> >> > > interventionist theory
> >> > > Annalisa Sannino
> >> > > Theory Psychology 2011;21 571-597
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>
> >> > >
> >> > > From design experiments to
> >> > formative
> >> > > interventions
> >> > > Yrjö Engeström
> >> > > Theory Psychology 2011;21 598-628
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>
> >> > >
> >> > > From change to development:
> >> > > Expanding the concept of intervention
> >> > > Jaakko Virkkunen and Marika Schaupp
> >> > > Theory Psychology 2011;21 629-655
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>
> >> > >
> >> > > Design experimentation and
> >> mutual
> >> > > appropriation: Two strategies for university/community collaborative
> >> > > after-school interventions
> >> > > Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
> >> > > Theory Psychology 2011;21 656-680
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>
> >> > >
> >> > > Intervening for transforming:
> >> The
> >> > > horizon of action in the Clinic of Activity
> >> > > Yves Clot and Katia Kostulski
> >> > > Theory Psychology 2011;21 681-696
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>
> >> > >
> >> > > How to analyze and promote
> >> > > developmental activity research?
> >> > > Berthel Sutter
> >> > > Theory Psychology 2011;21 697-714
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>
> >> > >
> >> > >
> >> > > ----------------
> >> > > Comments
> >> > > ----------------
> >> > > Activity and intervention: On
> >> > > problem solving, discourse, and the rest
> >> > > Falk Seeger
> >> > > Theory Psychology 2011;21 715-723
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>
> >> > >
> >> > > Power, politics, and
> >> intervention
> >> > > theory: Lessons from organization studies
> >> > > Frank Blackler
> >> > > Theory Psychology 2011;21 724-734
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
> >> > > http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>
> >> > >
> >> > >
> >> > >
> >> > > ----------------
> >> > >
> >> > > This message was sent to vanderriet@ukzn.ac.za.
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> >> > Helen Grimmett
> >> > PhD Student, Teaching Associate
> >> > Faculty of Education
> >> > Monash University, Peninsula Campus
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