Dear Steve, Jay and everybody-
Thanks for helpful discussion. When I read
> An important feature of focusing on repertoires
> is encouraging people to develop dexterity in determining which approach
> from their repertoire is appropriate under which circumstances (Rogoff,
> 2003)." (pg 22)
I wonder who and how defines what is "appropriate" and what is not. I hear
the connotation "property" in the term "appropriate". And "discipline" and
"conformity". Of course, discipline, conformity, and property can be
"appropriate under certain circumstances" :-)
Seriously, the ownerships, values, social benefits, genealogies, and
agencies of "dexterity" have to be discussed and questioned rather than
assumed as "natural" or "cultural" or even "pragmatic".
May be I'm rebellion against Barbara's statement about "dexterity" and
"appropriateness" because my students, preservice teachers, are so eager to
"encourage [other] people to develop [hegemonic] dexterity in determining
which approach from their repertoire is appropriate under which
circumstances [e.g., in school]". Sorry, Barbara!
What do you think?
Eugene
> -----Original Message-----
> From: Steve Gabosch [mailto:bebop101@comcast.net]
> Sent: Tuesday, September 30, 2003 6:07 AM
> To: xmca@weber.ucsd.edu
> Subject: Re: enculturation, ethnemes, pedagogy, research
>
> Jay discusses issues of enculturation (cultural reproduction),
empowerment,
> radical critique and change ...
>
> >From Jay:
> >We also need to engage students affectively in some
> >rage for change (which is dangerous, but how could it not be if the aim
is
> >radical change?), and we need to model HOW the tools can be used for
> >relevant critique ...
>
> Jay's thoughts call to mind an important point in the Gutierrez/Rogoff
> article in the Carol Lee series regarding repertoires and dexterity, which
> may also be a couple of useful terms in response to Juanita's question
> about best terminologies:
>
> "Individuals' background experiences, together with their interests, may
> prepare them for knowing how to engage in particular forms of language and
> literacy activities, play their part in testing formats, resolve
> interpersonal problems according to specific community-organized
> approaches, and so forth. An important feature of focusing on repertoires
> is encouraging people to develop dexterity in determining which approach
> from their repertoire is appropriate under which circumstances (Rogoff,
> 2003)." (pg 22)
>
> Jay is pressing for expanding - in Gutierrez and Rogoff's terminology,
> students' repertoires and dexterity - a proposal I certainly resonate
with.
>
> - Steve
>
>
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