srcd = Society for Research in Child Development
Paul H. Dillon
----- Original Message -----
From: Geoff Hayward <geoff.hayward@educational-studies.oxford.ac.uk>
To: <xmca@weber.ucsd.edu>
Sent: Wednesday, July 31, 2002 1:58 AM
Subject: Re: srcd interest?
> Can I ask a very naive question - what does SRCD stand for and how does
one
> sign up? It sounds really interesting.
> ----- Original Message -----
> From: "Mike Cole" <mcole@weber.ucsd.edu>
> To: <xmca@weber.ucsd.edu>
> Sent: Tuesday, July 16, 2002 11:25 PM
> Subject: srcd interest?
>
>
> >
> > I am in the process of submitting a paper to SRCD and was considering
> > submitting a second paper. The deadline is July 30 for electronic
> submissions.
> >
> > The date of the meeting is April 24-27 in Tampa, Florida.
> >
> > I learned upon reading the convention guidelines carefully that the only
> > way to submit a stand along paper is as a poster.... which I may do. But
> > I thought that perhaps there is a critical mass of people on xmca who
> > might like to organize a symposium.
> >
> > So, pasted below is a "mock symposium proposal." If no one is
interested,
> > I will turn it into a poster paper. But hopefully there will be 4-5
> > people who would like to join me in a joint exploration of this issue.
> > After our planned fall discussion, there ought to be more than enough
> > grist for this mill. The question is, are there enough nuts who want to
> > go to Tampa in April (remember, AERA is the same month) to have take a
> > crake at this topic? :-)
> > mike
> > -----
> > "Competing" theoretical approaches to the relation between
> > culture and cognitive development: Kissing cousins or Feuding Siblings?
> >
> > Over the past decade there has been an explosion of interest
> > in developmental research growing out of interest in the writings
> > of LS Vygotsky and his students, on the one hand, and various
> > American anthropological traditions and the work of American
> > pragmatic philosophers on the other, for all of whom the role of culture
> in development is a central problematic. It is routine to see the
> > concepts of "context," "joint mediated activity," "communities of
> practice," "guided participation," "situated cognition" and a variety of
> other
> > terms grouped as if they shared a common interest in, and orientation
> > to, human development. Simultaneously, a close reading of the
> > authors assumed to share roughly the "same" theoretical position
> > indicates rather marked differences among them.
> >
> > One major fraction line has been formulated as a difference between
those
> who focus on "mediated action in context" versus those who focus on
> "activity" as a basic unit of analysis. Another common fraction line is
> between those who emphasize mediational tools and those who focus on forms
> of participation. Yet another set of issues centers on questions of the
> ability of one or another such position to deal with issues of power,
> gender, and difference more generally.
> > Finally, the different perspective often appear to differ with respect
to
> the extent to which the concepts of development and culture are, or are
not,
> central to their concerns.
> >
> > In this symposium will contrast the main theoretical positions within
this
> group of related theories and the empirical phenomena they study. We will
> seek to identify key points of tension which need to be clarified in order
> to conduct empirical work that might help distinguish terminological
> misunderstandings from theoretical disagreements. Such clarification, we
> believe, is necessary if future empirical work on the role of culture in
> development is to be usefully pursued.
> >
> >
> >
>
This archive was generated by hypermail 2b29 : Thu Aug 01 2002 - 01:00:12 PDT