Oops! I'm ahead of my time today...(2001) :-)
----- Original Message -----
From: "Tony Whitson" <twhitson@UDel.Edu>
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Sent: Tuesday, October 17, 2006 1:09 PM
Subject: Re: [xmca] review article recommendation request
> It will be great to see a 23rd-century perspective on these matters! :-)
>
> On Tue, 17 Oct 2006, J Mark Jackson wrote:
>
>> Jenny,
>>
>> If you have not already, I would strongly suggest a reading of :
>>
>> Learning in Classrooms: A Cultural-Historical Approach, (2201) Edited by
>> Mariane Hegegaard
>>
>> http://www.iscar.org/book5.html
>>
>>
>> ----- Original Message ----- From: <jmgdo@berkeley.edu>
>> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>> Sent: Tuesday, October 17, 2006 12:42 PM
>> Subject: Re: [xmca] review article recommendation request
>>
>>
>>> Hi everyone!
>>>
>>> Thanks for the recommended readings. I have been reading up on the CHAT
>>> core - Vygotsky, Engestrom, Wertsch, etc. in an effort to think about
>>> these theoretical issues. Specifically, I have been trying to
>>> conceptualize these social processes that I mentioned - social
>>> positioning, identity, power, status - as "social tools" that mediate
>>> our
>>> mental life much like the physical and symbolic tools and signs that are
>>> more often discussed, like language, the computer, interactions with one
>>> another, external representations (number lines, area models, etc). My
>>> concern (and reason for the original posting) is to not misrepresent or
>>> overgeneralize what "counts" as a mediational symbol. Theoretically, its
>>> clearer to me how words or number lines or particular ways of
>>> structuring
>>> an activity mediates students' thinking, but it is less clear how to
>>> conceptualize how being constantly positioned as "expert" in the
>>> classroom, or "the kid with the cooties", or "the expert with cooties"
>>> also mediates students' thinking. My hunch (and my emerging research
>>> interests) moves toward the idea that social positioning, identity, and
>>> status in the classroom are also mediating devices and important ones to
>>> consider.
>>>
>>> But again, I position myself as extreme amateur and wonder how others
>>> think of these issues. I will perhaps ask more directly - what counts as
>>> a
>>> social tool?
>>>
>>> thanks for the responses!!!
>>> Jenny
>>>
>>> P.S. You guys at XMCA aren't all that scary :) Ok, maybe a little.
>>>
>>>
>>>> Amateur #7 stepping onto the floor - Valerie, the conference you are
>>>> arranging sounds very, very interesting. Jenny, I think many of the
>>>> amateurs as well as the non-amateurs would have an issue with the
>>>> clause complexes you wrote below, but nevertheless....:
>>>>
>>>> Jenny wrote:
>>>> I'm thinking not so much about the fact that we interact with one
>>>> another to get tasks accomplished/problems solved or that we use
>>>> culturally/socially constructed tools to mediate our thinking such as
>>>> what is typically found in distributed cognition or situated
>>>> cognition, but about more social/interpersonal aspects such social
>>>> positioning, identity, status, power, roles, etc on cognitive
>>>> processes such as problem solving or accomplishing goals.
>>>> Specifically, a review article on what research has been done in
>>>> terms of how our social place in the world affects our reasoning/
>>>> problem solving/higher-order cognitive processes.
>>>>
>>>> In unpacking the above, perhaps revealed is an interest in the more
>>>> conventional social class issues - ??? Also the hidden power
>>>> relations in the un-problematised interactions between experts and
>>>> novices?? And the work of Basil Bernstein lies dormant for those of
>>>> us interested in the political issues you raise. That might help vis-
>>>> a-vis "cognition versus engagement".
>>>>
>>>> What do you think?
>>>>
>>>> Regards,
>>>>
>>>> Phil
>>>>
>>>> On 17/10/2006, at 4:54 PM, Valerie Farnsworth wrote:
>>>>
>>>>> Hi Jenny,
>>>>> I'd count myself as an amateur - having only recently finished the
>>>>> PhD and being a new member of xmca (so not corrupted yet by myths).
>>>>>
>>>>> My sense is that the question you raise is at the heart of a lot of
>>>>> work people in socio-cultural and Activity Theory are doing -- it's
>>>>> the up-and-coming, hot topic. So, I'd say there is a lot to still
>>>>> work out in this research area -- theoretically and empirically --
>>>>> and engagement is a good place to start, since you can't separate
>>>>> that from cognition (can you?).
>>>>>
>>>>> My humble suggestion would be to check out the papers/authors who
>>>>> presented at the 2005 ISCAR conference, which went by the theme
>>>>> 'Acting in changing worlds: learning, communication and minds in
>>>>> intercultural activities':
>>>>>
>>>>> http://alojamientos.us.es/glabahum/ISCAR2005/
>>>>>
>>>>> Also, in my new position (there is hope after graduation!) at the
>>>>> University of Manchester, I am at the beginning stages of
>>>>> organizing a conference for next September, which will have the
>>>>> theme: Theory, Identity and Learning. The folks I work with here
>>>>> organized a conference in 2005 as well and some of those papers are
>>>>> still online:
>>>>>
>>>>> http://www.lta.education.manchester.ac.uk/sctig/overview.htm
>>>>>
>>>>> Best wishes,
>>>>> Valerie Farnsworth
>>>>>
>>>>>
>>>>>
>>>>> -----Original Message-----
>>>>> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-
>>>>> bounces@weber.ucsd.edu] On Behalf Of Mike Cole
>>>>> Sent: 17 October 2006 03:54
>>>>> To: eXtended Mind, Culture, Activity
>>>>> Subject: Re: [xmca] review article recommendation request
>>>>>
>>>>> Hah! It is Jenny to whom I need to write (since all the experts
>>>>> around here
>>>>> are busy, amateurs step in).
>>>>> So that highlights the importance of Sapir's idea which appear to
>>>>> apply
>>>>> especially to the internet: systems leak.
>>>>> bless em
>>>>> mike
>>>>>
>>>>> On 10/16/06, Mike Cole <lchcmike@gmail.com> wrote:
>>>>>>
>>>>>> Hey Indigo!
>>>>>>
>>>>>> What a gift your message has been. It has debunked a myth and
>>>>>> brought a
>>>>>> lurker
>>>>>> back onto the screen!!
>>>>>>
>>>>>> Myth 1: Status matters in who gets to post. BS. It never ceases to
>>>>>> amaze
>>>>>> me how often people inscribe their
>>>>>> hated and misbegotten feelings of second class hood (for reasons
>>>>>> of levels
>>>>>> of education, number of years working in the
>>>>>> field, language expertise in English, sexual orientation, option
>>>>>> of the
>>>>>> quality of Dewey;s writings-- you name IT!! Its 99.9 %
>>>>>> self abasement. Bless you for seeking information. Had I known
>>>>>> that the 25
>>>>>> people on xmca very well qualified to help you
>>>>>> out would not respond, and had I not abhored my own overextended
>>>>>> voice in
>>>>>> this medium, I would have responded, and will
>>>>>> to you sans xmca.
>>>>>>
>>>>>> As to the lurker? (quiet, I will not name him)
>>>>>>
>>>>>> direct response to my provisinal quick answer to your email.
>>>>>> Dispense with
>>>>>> it as you like.
>>>>>> mike
>>>>>>
>>>>>> On 10/16/06, Diane Hodges <info@bramblehouse.net> wrote:
>>>>>>>
>>>>>>> Well Indigo, looks like you're a grown up now too, doesn't it. I
>>>>>>> will
>>>>>>> now be
>>>>>>> in awe of _you_.
>>>>>>>
>>>>>>> Cheers,
>>>>>>> Diane
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> Diane Hodges
>>>>>>> Maison Bramble House
>>>>>>> 19 Valois Bay Avenue
>>>>>>> Pointe Claire, QC H9R 3Z2
>>>>>>> Tel: 514.630.6363
>>>>>>> Fax: 514.344.2994
>>>>>>> www.bramblehouse.net
>>>>>>>
>>>>>>> -----Original Message-----
>>>>>>> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-
>>>>>>> bounces@weber.ucsd.edu]
>>>>>>> On
>>>>>>> Behalf Of Indigo Esmonde
>>>>>>> Sent: Monday, October 16, 2006 6:14 PM
>>>>>>> To: eXtended Mind, Culture, Activity
>>>>>>> Subject: Re: [xmca] review article recommendation request
>>>>>>>
>>>>>>> well, aren't you the grown-up sending email to the xmca list!!! i'm
>>>>>>> in awe of you!
>>>>>>> indigo
>>>>>>>
>>>>>>>
>>>>>>> On Oct 16, 2006, at 10:08 AM, jmgdo@berkeley.edu wrote:
>>>>>>>
>>>>>>>> Hello XMCA,
>>>>>>>>
>>>>>>>> Might someone recommend a good review article of social
>>>>>>>> processes in
>>>>>>>> cognitive science? If not a review article, then any pointers
>>>>>>>> on whose work
>>>>>>>> is in
>>>>>>>> this general area is just as helpful. I've been reading related
>>>>>>>> work
>>>>>>>> (mainly how these social positional factors affect engagement,
>>>>>>>> but not
>>>>>>>> cognition per se), but want to make sure I'm not missing some
>>>>>>>> group of
>>>>>>>> scholars that I don't yet know about.
>>>>>>>>
>>>>>>>> Thanks!
>>>>>>>> Jenny Langer-Osuna
>>>>>>>> doctoral candidate, UC Berkeley
>>>>>>>>
>>>>>>>> _______________________________________________
>>>>>>>> xmca mailing list
>>>>>>>> xmca@weber.ucsd.edu
>>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>
>>>>>>> Indigo Esmonde
>>>>>>> Postdoctoral Fellow
>>>>>>> Learning in Informal and Formal Environments (LIFE) Center
>>>>>>> Wallenberg Hall
>>>>>>> Stanford, CA 94305-2055
>>>>>>> esmonde@stanford.edu
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> _______________________________________________
>>>>>>> xmca mailing list
>>>>>>> xmca@weber.ucsd.edu
>>>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>>>
>>>>>>>
>>>>>>>
>>>>>>> --
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>>>>>>>
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>>>>>>>
>>>>>>
>>>>>>
>>>>> _______________________________________________
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>>>>
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>>>
>>>
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>>
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>
> Tony Whitson
> UD School of Education
> NEWARK DE 19716
>
> twhitson@udel.edu
> _______________________________
>
> "those who fail to reread
> are obliged to read the same story everywhere"
> -- Roland Barthes, S/Z (1970)
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