Helena--
The narrative of your paper lays out the challenge, barriers, and contradictions
very clearly at a general level and it includes some really compelling
specific quotes.
I came away uncertain about how much AT served as a heuristic lens and how
much it served as a close-up analytic lens. Figue 1 maps onto the narrative
well, mixing tracing of individuals and indentification of institutional
settings/sequences through which they go. But you do not pause long enough
on any one activity system, the class for example, to provide us with a full
analysis of it and its history(ies) the need for which you lay out so
eloquently in the prior paper, and its internal contradictions.
The overall task, never mind the day to day grind of doing the work, seems
overwhelming and your own efforts and that of your collaborators really
heroic.
I have a sort of low down, practical quesetion. For the class "itself" which
appears the be the primary face to face locus of your daily work, you indicate
that you are very short of basic necessities. Do you think that providing
material, perhaps moral, and perhaps distance connections, would be helpful
to you and your students? If so, might xmca be a place to organize that?
mike
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