RE: [xmca] RE: emotional orientation and success at tasks

and yet, in our case, not all students shared this disposition (I think--we
didn't study every kid in the class), even though I'd say that such a
disposition was part of what the teacher hoped to instill in her students.
So, socially organized and culturally realized through which social
practices, and where?

thanks,Peter

 
Peter Smagorinsky
The University of Georgia
Department of Language and Literacy Education
125 Aderhold Hall
Athens, GA 30602-7123
smago@uga.edu /fax:706-542-4509/phone:706-542-4507/
http://www.coe.uga.edu/lle/faculty/smagorinsky/index.html

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Peg Griffin
Sent: Sunday, April 15, 2007 12:17 PM
To: 'eXtended Mind, Culture, Activity'
Subject: [xmca] RE: emotional orientation and success at tasks

Hi, Peter,
Somehow this got me thinking about how these emotions and orientations are
socially organized and culturally realized...
And that made me think of a lovely little piece about Mormino's research
called "The Reign of the Reader." In cigar factories (mid 1800's till early
1900's in Cuba and in Tampa, Florida in the US), workers chipped in to hire
a reader to read aloud while they rolled cigars.

The piece was just a short one by Freeman in "Reading Today" in 2002 but I
first found it in the Schoenbach, Greenleaf et al. anthology "Building
Academic Literacy".

Interesting -- workers not owners and read aloud not muzak... Now that's an
orientation variation alright... And it also brings up the question,
"Success at what task?"

Peg

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Peter Smagorinsky
Sent: Sunday, April 15, 2007 5:33 AM
To: 'eXtended Mind, Culture,Activity'
Subject: RE: [xmca] Re: AERA Kudos

I read the article by Damasio and colleague that Gordon recommended, and
found it tremendously relevant to a study I'm currently working on with
doctoral student Elizabeth Daigle. It's a protocol analysis of a high school
senior who's writing an interpretive paper on Shakespeare's Much Ado about
Nothing. What's so interesting is that she (the student) really struggles to
interpret the play, but has an emotional disposition that she can produce an
acceptable paper, and a set of writing strategies that, coupled with her
positive affect toward school, enables her to produce one. The MBE paper has
been very helpful to us in establishing what's often missing from
discussions about learning strategies, which is a student's emotional
orientation toward the general prospect of succeeding in a school task.

Peter

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of Mike Cole
Sent: Saturday, April 14, 2007 9:14 PM
To: Cathrene Connery
Cc: Culture Activity eXtended Mind
Subject: [xmca] Re: AERA Kudos

Sounds great, Cathrene.
>From all those who made it to AERA, what new ideas and inspirations did
>you
get that we might want to discuss?
I just downloaded the entire issue of Mind, Brain, & Education that Gordon
tipped us to. This movement is really interesting in many ways. Has anyone
read any of the articles yet?

mike

On 4/14/07, Cathrene Connery <ConneryC@cwu.edu> wrote:
>
> Dear Colleagues:
> Much thanks to Ana and all the panelists and presenters at AERA. Both
> the CHAT symposium, presentations, and business meeting were
> outstanding venues to explore new ideas, receive support from esteemed
> mentors, and validate our common efforts. The nurturing that was
> exhibited toward myself and other novice researchers was especially
appreciated.
>
> I once read Luria commented that Vygotsky was not only a genius, but
> one of the most positive, interpersonal individuals he had ever met.
> How refreshing that his legacy continues today. My experience has been
> that such support and dialogue is devoid from the vast majority of
> academic circles. Thanks again to all who shared their talent,
> expertise, and commitment to each other and the field as a whole.
> Cathrene
>
> M. Cathrene Connery, Ph.D.
> Assistant Professor of Bilingual & TESL Education Co-coordinator,
> Bilingual / TESL Program Central Washington University
>
>
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Received on Sun Apr 15 13:24 PDT 2007