Thanks, Peter. I wonder how far we can stretch this in second language
classroom research - the teacher and students as co-reserachers/co-authors?
Re-presentational choice of language is a tricky issue...
Hope the talk goes well.
Phil
At 08:15 12/11/03 -0500, you wrote:
>I"m giving the attached talk next week. Though not couched in chat terms,
>it may fit with Phil's remarks, or raise related issues. Peter
>At 06:47 PM 11/12/2003 +0700, you wrote:
>>At 15:26 11/11/03 +0000, Eugene wrote:
>>
>>>our approach is on odds with mainstream institutional demands judging
>>>quality of our work based on individualistic authorship…. I feel that
>>>behind authorship of articles that I contribute is a broad academic
>>>community (or even communities).
>>>
>>>
>>Eugene,
>>I have just finished writing a paper for my coursework that focuses on
>>this. One of my conclusions, following Wardekker, W. L., (2000) "Criteria
>>for the Quality of Inquiry", Mind, Culture and Activity, 7(4)was that too
>>much emphasis is placed by institutions on the product of research rather
>>than the process of change that it engenders in all those involved. The
>>great benefit that I gained from writing the paper was developing an
>>understanding of CHAT (or whatever we call it) research vis-a-vis how
>>learning processes experienced in a research study enhance a person's
>>(researcher's, participant's, report reader, etc) culturally-held meaning
>>systems. I am not sure how much of Wardekker's and others' work I
>>appropriated, but I am left viewing CHAT research (in education) as a
>>platform for change and learning, and as a means of understanding the
>>relationship between change and learning to actions. I'd love to learn
>>more about intervention research now!
>>
>>The value of XMCA in this respect is extreme if one's work is to have
>>generative power for future practice. That is a little more relevant than
>>positioning yourself as the all-knowing author who has something for the
>>community to generalise across time and space. I was particularly drawn
>>to Wardekker's following quote:
>> [The product of research should be conceived as]an understanding of the
>> change processes in a specific situation that may or may not have
>> implications for other situations. Knowledge is a mediational means for
>> focusing our attention on specific aspects of a practice (Wardekker,
>> 2000, p. 269).
>>
>>These thoughts may not be new fodder for many in this community, but I
>>have certainly experienced some epiphanies over the last couple of weeks!
>>
>>Phil
>>
>>
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