I strongly endorse Jay's suggestion (which originated with Deborah's
suggestion) and seconded by Yrjo that Dottie Holland be an invited speaker
and/or symposium organizer for one of the CHAT-SIG AERA slots. I understand
that I may not be helping Bill maintain the official rules of order in
establishing a voting system but I couldn't help myself. I've been finding
her work very useful recently and would love to hear more from her.
Ellice Forman
--On Thursday, July 04, 2002 10:07 AM +0300 Yrjö Engeström
<yrjo.engestrom@helsinki.fi> wrote:r
> I strongly endorse Jay's suggestion. Dottie Holland is an excellent
> choice!
>
> Yrjo Engestrom
>
>
>
>
>> [This is a contribution to the CHAT-SIG discussion on themes for the next
>> AERA .... a nominated theme was identities and subjectivities in CHAT
>> and a possible speaker being considered is Dorothy Holland ...]
>>
>>
>>
>> I looked a bit into Dorothy Holland's work (of course I've come across it
>> in the past, but not the recent work) at:
>>
>> http://www.unc.edu/depts/anthro/faculty/fac_pages/holland.html
>>
>> where she describes:
>>
>> Present Research: My theoretical interests revolve around identity,
>> agency and social change, particularly social movements. Several
>> colleagues and I have just published Identity and Agency in Cultural
>> Worlds (1998, Harvard), a book, which along with a co-edited volume,
>> History in Person: Enduring Struggles and the Practice of Identity
>> (2001, School of American Research Press), articulates a social practice
>> theory of identity. Two previous co-edited volumes, The Cultural
>> Production of the Educated Person (1996, SUNY) and Selves in Time and
>> Place: Identities, Experience and History in Nepal (1998, Rowman &
>> Littlefield Publishers) pursue similar issues in relation to education
>> and in Nepali studies.
>> The above projects, "Estrangement from the Public Sphere," and the study
>> of the U.S. environmental movement, are large, collaborative ventures.
>> Both projects investigate the new conditions for political and cultural
>> activism and the importance of environmental issues in the public
>> sphere. They also ask how social movements inhabit people's lives,
>> becoming not only viable communities of practice but enduring cultural
>> forms of desire.
>>
>> Not too much of this directly deals with education, but perhaps that
>> would offer a useful counterpoint at AERA. Though among her writings
>> there are:
>>
>> Levinson, B., D. Foley and D. Holland, eds. (1996). The Cultural
>> Production of the Educated Person: Critical Ethnographies of Schooling
>> and Local Practice. (State University of New York Press)
>>
>> Holland, D. and M. Eisenhart. (1990) Educated in Romance: Women,
>> Achievement, and College Culture. (The University of Chicago Press)
>>
>> Interesting also is the theoretical work growing out of this, from
>> Holland, D. and M. Cole (1995) Between Discourse and Schema:
>> Reformulating a Cultural-Historical Approach to Culture and Mind.
>> Anthropology and Education Quarterly 26(4):1-16.
>> to
>> Holland, D., and J. Lave (2001), eds. History in Person: Enduring
>> Struggles, Contentious Practice, Intimate Identities (The School of
>> American Research Press)
>>
>> I would also be very happy to listen to Deborah Hicks talk about the fits
>> and misfits between her work on Bakhtin and CHAT approaches.
>>
>> I had the feeling at ISCRAT that a lot of people, especially younger
>> researchers, want to hear some CRITIQUE of classic CHAT approaches and
>> some sense of WHAT ELSE we should be looking at and how to add it to,
>> modify, transform, transgress from the models that are now dominant to
>> those that will come next .....
>>
>> I think that many people in the field believe that issues of identity,
>> subjectivities, and their dialogical construction within
>> culturally-historically specific activities, as well as their
>> transformative potential for such activities, for culture and for
>> history, are important areas to talk about more in a CHAT context.
>> Seeing identities as relational invokes the activities, the inter-linked
>> different activities, across which our interactions with various
>> partners, in various roles, make us the persons who act in these
>> activities as we do. The trajectories of individual lives, and group
>> biographies, weave connections across activity types and sites,
>> sometimes in new ways that play a role in sociogenesis, cultural change,
>> and history.
>>
>> I was particularly fascinated by a brief mention previously of focusing
>> on atypical life-trajectories, the role of the transgressive in making
>> change.
>>
>> Whoever has interesting things to say on these matters is who I'd like to
>> hear talking in Chicago ....
>>
>> JAY.
>>
>>
>>
>>
>>
>>
>> ---------------------------
>> JAY L. LEMKE
>> PROFESSOR OF EDUCATION
>> CITY UNIVERSITY OF NEW YORK
>> JLLBC@CUNYVM.CUNY.EDU
>> <http://academic.brooklyn.cuny.edu/education/jlemke/index.htm>
>> ---------------------------
>>
>>
>
>
Ellice Ann Forman
Department of Psychology in Education
University of Pittsburgh
5C01 WWPH
Pittsburgh, PA 15260
(412) 648-7022
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