[xmca] History of CHAT & ISCAR Panel

Dear Olga,
  My friend Johan is in Pretoria, but I'm not sure what he's been working with. He might help you contact other people around there. His e-mail address is jhcv@mweb.co.za
  Ana

Olga Vasquez <ovasquez@weber.ucsd.edu> escreveu:
  Carol and others,

I am not well versed on who in Africa is
conducting ISCAR-type research? I will ask
Mohamed Elhammounie for suggestions but would
appreciate suggestions from you all.
Olga

>You may get a South African if you would like--ehtnography or CHAT or both.
>
>
>On 10/09/2007, Cathrene Connery wrote:
>>
>> Olga Vasquez wrote:
>> >> Thanks Judith,
>> >
>> > We now have one more slot for the panel that Cathrene is proposing on
>> > the history
>> > of CHAT with individuals working on various aspects of the enterprise
>> > and different places
>> > of the earth.
>> >
>> > Cathrene, could you define it for us?
>> > Olga
> > >
>> >>
>> >> I am following up on the panel that I suggested based on the meeting
>> >> here in Brazil. What about a panel between ethnographers and chat
>> >> theorists to juxtapose the traditions on studying learning in and out
>> >> of schools
>> >>
>> >> I propose:
>> >>
>> >> Elsie Rockwell, Mexico
>> >>
>> >> Marietta de haan, the netherlands
>> >>
>> >> Clara Keating, Portugual (from David Barton's Group)
>> >>
>> >> robert rueda or luis moll or norma gonzalez, US
>> >>
>> >> responders--
>> >>
>> >> Carol Lee, US (or carol could talk and robert, luis or norma could
>> >> respond)
>> >>
>> >> Bernard Schnewley, Geneva
>> >>
>> >> On 9/7/07, Olga Vasquez
>> >> <ovasquez@weber.ucsd.edu> wrote:
>> >>
>> >> Dear Colleagues and friends,
>> >>
>> >> It is true, ISCAR will take place in San Diego! It is not a
>> >> malicious rumor. Everything is set--rooms, time schedule, etc.
>> >> However, our 6-campus planning committee is trying to maintain the
>> >> "complexity" and comprehensiveness that all our work embraces as the
>> >> basic unit of analysis, and
>> >> therefore are taking a little longer than usual to finalize our
>> >> vision and our schedule--as you
>> >> say below, working collaboratively across time, place, and
>> >> intersections of our theories, is a complex,
>> >> complicated thing to do. In fact, I wish that we could some how, some
>> >> day, broadcast some of
>> >> the ICHAT discussions we during our planning sessions--they are as
>> >> exhilarating as those on this forum.
>> >>
>> >> Do look for the announcement of the conference, "Ecologies of
>> >> Diversities" to come out in
>> >> the next two weeks. The conference will be held here at UCSD from
>> >> September 8 (welcoming
>> >> reception) to the 13th, 2008.
>> >>
>> >> Let us know what you all would like to propose for a symposia. Your
>> >> ideas are very much
>> >> in line with one of the emphases we want to give the
>> >> conference--systems of collaborative effort.
>> >>
>> >> I look forward to meeting you all,
>> >> Olga
>> >>
>> >> ISCAR Planning Committee
>> >>
>> >>> Hi Cathrene-
>> >>>
>> >>> Lets see what your initiative uncovers. A lot I hope. As to ISCAR,
> > >>> maybe the
>> >>> idea of an ISCAR in
>> >>> San Diego is just a malicious rumor? (The offer of a cot and key to
>> >>> the lab
>> >>> stand, so far no takers)
>> >>>
>> >>> Here is a small contribution to your project that might be of some
>> >>> interest.
>> >>> Check out the first page of the document at
>> >>>
>> http://lchc.ucsd.edu/Pubs/CHILDPSY.pdf.
>> >>> Published in 1981. The "author"
>> >>> is labelled as lchc, but if you go to the bottom of the first page,
>> >>> there is
>> >>> a list of the contributors with non-acronymic names
>> >>> Perhaps there are some clues to history in that list?
>> >>> mike
>> >>>
>> >>> PS-- A search on Raeithel on lchc might yield a little information
>> >>> as well.
>> >>>
>> >>> On 9/7/07, Cathrene Connery
>> >>> <cconnery@ithaca.edu> wrote:
>> >>>>
>> >>>> Hi everyone:
>> >>>> Thanks to Mike for the interesting graphic by Arne Raethell. It is
>> a
>> >>>> beautiful heuristic and psychological tool. The notion of putting
>> >>>> together a session at ISCAR on this topic is actually a very good
>> one
> > >>>> ...and while the complexity of the task may appear to require the
>> >>>> spacial / relational intelligence of a cab driver from Chicago or
>> >>>> London, I believe that by elucidating the major thoroughfares, back
>> >>>> alleys, and main streets associated with CHAT would invite more
>> >>>> participants into the larger discussion.
>> >>>>
>> >>>> Like Mike, we are all swamped right now and are likely to be
>> >>>> heading to
>> >>>> the gym or the bar. (Perhaps I am the only person on the East Coast
>> >>>> still in her office on Friday at 5:00 p.m.?) However, if the
>> >>>> weight of
>> >>>> this question could be amicably shouldered by the collective,
>> >>>> distributed intelligence and historical memory of this list serve, I
>> >>>> think the task is doable. What if everyone took a deep breath,
>> typed
>> >>>> the stem "In the beginning...." and wrote in a stream of conscious
>> >>>> fashion knowing that there is a younger generation of scholars, an
>> >>>> eager
>> >> >> audience, who need and look up to your guidance? One or two
>> >> paragraphs
>> >>>> would be enough. Perhaps people on the list serve could agree to
>> >>>> disagree in advance without challenging others interpretations? The
>> >>>> results might be very interesting: a multi-dimensional prism
>> >>>> highlighting the many colors / interpretations of the field.
>> >>>>
>> >>>> The CHAT community is unique among list serves exhibiting a
>> >>>> comraderie
>> >>>> and respect other electronic conversations don't reflect. If each
>> >>>> person could highlight a piece of the puzzle related to their
>> >>>> interest,
>> >>>> we'd have a fascinating mosaic from which we could co-construct
>> >>>> individual and perhaps, a collective vision. Besides, we don't want
>> >>> > Mike to go through life out of breath, experiencing his
>> >>> responsibilities
>> >>>> to the list serve like one of those slick TV wrestlers who heaves
>> >>>> bodies
>> >>> > across the ring. As far as the cot and key are concerned, if
>> >>> there
>> >>>> are any opportunities to do post-doc work, please let me know!
>> >>>> Happy Friday,
>> >>>> Cathrene
>> >>>>
>> >>>>
>> >>>>
>> >>>> Mike Cole wrote:
>> >>>> > HUGE FONT FOR HUGE QUESTION!!!
>> >>>> > Now for the small print - read with care)
>> >>>> > (I volunteer to do this work on condition that members of xmca
>> >>>> complete
>> >>>> two
>> >>>> > grant proposals required in next few weeks, prepare for,
>> >>>> > and teach my fall classes! I will provide a cot and key to LCHC
>> >>>> to my
>> >>>> > substitute at UCSD during this time period. And when I am done,
>> >>>> > like the dragon's teeth that Jason stirred up looking for the
>> >>>> golden
>> >>>> fleece,
>> >>>> > a thousand better informed colleagues will point out the
>> >>>> > total idiocy of my interpretation of history)
>> >>>> >
>> >>>> > Now, feeling all springy and cool after the passing fit of local
>> >>>> hot
>> >>>> air, I
>> >>>> > will say that
>> >>>> > I think it would be most useful, if there is genuine interest in
> > >>>> such
>> >>>> > historical excavation,
>> >>>> > exegesis, and exciting prospects, that it be (shhhhh) a collective
>> >>>> effort.
>> >>>> >
>> >>>> > There are books written on this topics, several chapters of
>> >>>> books about
>> >>>> > which some members
>> >>>> > of xmca are presumably knowledgeable because their names are
>> >>>> attached to
>> >>>> > them, as well as
>> >>>> > many papers written on this topic in many languages, and hot
>> >>>> disputes
>> >>>> about
>> >>>> > this topic in several
>> >>>> > world capitals as we stare at our screens. There is even a lot
>> >>>> to be
>> >>>> found
>> >>>> > by goggling on lchc.
>> >>>> >
>> >>>> > For the moment (I am about to join my family after a long day of
>> >>>> work) I
>> >>>> > append a graphical genaeology (sp?) created by Arne Raeithel
>> >>>> that may
>> >>>> > indicate some of the territory to be covered in a way some will
>> >>>> find
>> >>>> useful.
>> >>>> > I have a few documents around the lab I can dig up that most will
>> >>>> > not know about that are relevant. But this topic, if people
> > >>>> really want
>> >>>> to
>> >>>> > engage it, requires willingness of many to cooperate in a
>> >>>> collaborative
>> >>>> > archeaology of ideas.
>> >>>> >
>> >>>> > Perhaps this would make an interesting general symposium at
>> >>>> ISCAR next
>> >>>> year,
>> >>>> > if the organizers, wherever they are hiding, ever get around
>> >>>> > to making public their plans for that august occasion.
>> >>>> >
>> >>>> > mike
>> >>>> >
>> >>>> >
>> >>>> > On 9/6/07, Worthen, Helena Harlow <
>> >>>> hworthen@ad.uiuc.edu> wrote:
>> >>>> >
>> >>>> >> I second the request from Cathrene Connery and Donald James
>> >>>> Cunningham
>> >>>> >> to hear from some who have tried how they (you) present CHAT. The
>> >>>> >> historical perspective (behaviorism, cognitive science,
>> >>>> sociocultural
>> >>>> >> perspectives) seems like a necessary one. But what were the
>> >>>> problems at
>> >>>> >> each point that pushed things onward?
>> >>>> >>
>> >>>> >> Helena
>> >>>> >>
>> >>>> >>
>> >>>> >> Helena Worthen
>> >>>> >> Clinical Associate Professor
>> >>>> >> Labor Education Program
>> >>>> >> Institute of Labor & Industrial Relations
>> >>>> >> 504 E. Armory, Room 227
>> >>>> >> Champaign, IL 61821
>> >>>> >> Phone: 217-244-4095
>> >>>> >> hworthen@uiuc.edu
>> >>>> >> -----Original Message-----
>> >>>> >> From:
>> >>>> xmca-bounces@weber.ucsd.edu
>> >>>> [mailto:
>> >>>> xmca-bounces@weber.ucsd.edu]
>> >> >> >> On Behalf Of Cathrene Connery
>> >>>> >> Sent: Thursday, September 06, 2007 5:59 PM
>> >>>> >> To: eXtended Mind, Culture, Activity
>> >>>> >> Subject: [xmca] The Evolution of CHAT
>> >>>> >>
>> >>>> >> Tony Whitson wrote:
>> >>>> >>
>> >>>> >>> Don,
>> >>>> >>>
>> >>>> >>> Sorry for the delay in responding to this -- but I think it's
>> >>>> a useful
>> >>>> >>>
>> >>>> >>> question for discussion in this group.
>> >>>> >>>
>> >>>> >>> I want to respond quickly on another point before getting to
>> >>>> your main
>> >>>> >>>
>> >>>> >>> question about teaching CHAT.
>> >>>> >>>
>> >>>> >>> First, you write:
>> >>>> >>>
>> >>>> >>>> I've taught the usual suspects (behaviorism,
>> >>>> >>>> Bandura, Piaget, cognitive information processing) for years
>> >>>> and have
>> >>>> >>>>
>> >>>> >> a
>> >>>> >>
>> >>>> >>>> pretty good idea about them but would appreciate some help on
>> >>>> CHAT.
>> >>>> >>>>
>> >>>> >>> Where I am, students have learned a story about how once upon
>> >>>> a time
>> >>>> >>> the world was ruled by the behaviorists, but they've been
>> >>>> vanquished
>> >>>> >>> by the (scientifically, pedagogically, politically, and morally)
>> >>>> >>> superior forces of Cognitive Science. They think that's where
>> the
>> >>> > >>> story ends (as in the "End of History" celebrated since
>> >>> Daniel Bell in
>> >>>> >>>
>> >>>> >>> the early 60's, where history completes itself with the
>> universal
>> >>> > >>> triumph of capitalism).
>> >>>> >>>
> > >>>> >>> I think it's important for students to learn about what's
>> >>>> happening
>> >>>> >>> "beyond cognitivism." For me, this is not just a matter of
>> >>>> theory or
>> >>>> >>> intellectual politics: My students just won't understand
>> >>>> anything I'm
>> >>>> >>> saying or doing unless they understand that I'm addressing an
>> >>>> ontology
>> >>>> >>>
>> >>>> >>> in which cognition cannot be understood except as it is
>> >>>> embedded in
>> >>>> >>> the broader (not only cognitive) projects and processes of
>> >>>> being and
>> >>>> >>> becoming. CHAT takes this stance against reductive
>> >>>> cognitivism, and
>> >>>> >>> CHAT cannot be understood (IMHO) without recognizing this. I
>> >>>> think
>> >>>> >>> Wenger & the Communities of Practice literature perhaps makes
>> >>>> this
>> >>>> >>> point more directly and accessibly, although details have not
>> >>>> been
>> >>>> >>> theorized as extensively as in CHAT. Curriculum theory -- my
>> >>>> own home
>> >>>> >>> turf -- has always approached education as a matter of
>> >>>> ontology, not
>> >>>> >>> merely cognition ( i.e., not just Knowing, but Being and
> > >>>> Becoming).
>> >>>> >>>
>> >>>> >>> So, I would want to tell the story of behaviorist hegemony
>> >>>> giving way
>> >>>> >>> to cognitivist hegemony, which in turn is being challenged by
>> >>>> a turn
>> >>>> >>> to the broader perspective of social ontology. This is not to
>> >>>> say that
>> >>>> >>>
>> >>>> >>> the reductivist ideology of cognitivISM is replaced by an
>> >>>> ideology of
>> >>>> >>> postcognitivISM (see my post at
>> >>>> http://postcog.net ); Nor is it a call
>> >>>> >>>
>> >>>> >>> for hegemonic "postcognitivism" in place of hegemonic
>> >>>> cognitivism.
>> >>>> >>>
>> >>>> >>> One good source is Lave, Jean. "Teaching, as Learning, in
>> >>>> Practice."
>> >>>> >>> Mind, Culture, and Activity 3, no. 3 (1996): 149-64.
>> >>>> >>> I think this particular point might come through more strongly
>> in
>> >>>> >>> Lave, Jean. "Learning as Participation in Communities of
>> >>>> Practice."
>> >>>> >>> Paper presented at the American Educational Research
>> >>>> Association, San
>> >>>> >>> Francisco 1992.
>> >>>> >>> (This paper is now linked from
>> >>>> http://postcog.net/#Lave . This is the
>> >>>> >>> paper Jean presented in the symposium that David Kirshner and I
>> >>>> >>> organized, which grew into our book _Situated Cognition_,
>> >>>> although a
>> >>>> >>> different piece was used as her chapter in the book. The MCA
>> >>>> article
>> >>>> >>> includes aspects of the AERA paper, although its scope is
>> >>>> broader and
>> >>>> >>> the social ontology argument may be less central to the complete
>> >>>> >>> published article.)
>> >>>> >>>
>> >>>> >>> With regard to your main question, you write:
>> >>>> >>>
>> >>>> >>>> [I] was wondering if any of you would be
>> >>>> >>>> willing to share with me (and other XMCAers) how you present
>> >>>> CHAT. I
>> >>>> >>>> mean, I don't think undergrads are going to be too interested
>> >>>> in the
>> >>>> >>>> distinction between action and activity or working out the
>> >>>> concept of
>> >>>> >>>> "object". Or am I wrong?
>> >> >> >>>>
>> >>>> >>> This could be a very interesting discussion for XMCA.
>> >>>> >>> As you suggest, for an undergrad Ed Psych class, it might be
>> >>>> best to
>> >>>> >>> streamline CHAT a bit. However, I don't think the
>> differentiation
>> >>>> >>> among the three levels of activity, action, and operations is
>> >>>> >>> dispensable. I think it's necessary to see activities and
>> >>>> activity
>> >>>> >>> systems emerging on a social/cultural level beyond consciously
>> >>>> >>> goal-oriented action, and to see the role of routinized
>> >>>> operational
>> >>>> >>> activity that does not require conscious attention.
>> >>>> >>>
>> >>>> >>> It would be helpful to develop introductory approaches for this
>> >>>> >>> audience. Starting points could include the resources at
>> >>>> >>>
>> >>>>
>> http://www.edu.helsinki.fi/activity/pages/chatanddwr/
> > >>>>
>> >>>> >>> and
>> >>>> >>> Roth, Wolff-Michael, and Yew-Jin Lee. ""Vygotsky's Neglected
>> >>>> Legacy":
>> >>>> >>> Cultural-Historical Activity Theory." Review of Educational
>> >>>> Research
>> >>>> >>> 77, no. 2 (2007): 186-232.
>> >>>> >>> as well as
>> >>>> >>> pp. 27-47 in Spinuzzi, Clay. Tracing Genres through
>> >>>> Organizations: A
>> >>>> >>> Sociocultural Approach to Information Design. Cambridge,
>> >>>> Mass.: MIT
>> >>>> >>> Press, 2003.
>> >>>> >>> and
>> >>>> >>> pp. 29-72 ("Activity Theory in a Nutshell") in Kaptelinin,
>> >>>> Victor, and
>> >>>> >>>
>> >>>> >>> Bonnie A. Nardi. Acting with Technology: Activity Theory and
>> >>> > >>> Interaction Design. Cambridge, Mass.: MIT Press, 2006.
>> >>>> >>>
>> >>>> >>> On Wed, 29 Aug 2007, Cunningham, Donald James wrote:
>> >>> > >>>
>> >>>> >>>
>> >>>> >>>> And in a week or so, I will begin teaching an undergraduate
>> >>>> class in
>> >>>> >>>> "Educational Psychology" for future teachers. It has been a
>> >>>> few years
>> >>>> >>>> since I taught such a class and was wondering if any of you
>> >>>> would be
>> >>>> >>>> willing to share with me (and other XMCAers) how you present
> > >>>> CHAT. I
>> >>>> >>>> mean, I don't think undergrads are going to be too interested
>> >>>> in the
>> >>>> >>>> distinction between action and activity or working out the
>> >>>> concept of
>> >>>> >>>> "object". Or am I wrong? I've taught the usual suspects
>> >>>> (behaviorism,
>> >>>> >>>> Bandura, Piaget, cognitive information processing) for years
>> >>>> and have
>> >>>> >>>>
>> >>>> >> a
>> >>>> >>
>> >>>> >>>> pretty good idea about them but would appreciate some help on
>> >>>> CHAT.
>> >>>> >>>>
>> >>>> >>>>
>> >>>> >>>>
>> >>>> >>>> Don Cunningham
>> >>>> >>>> Indiana University
>> >>>> >>>>
>> >>>> >>>> Ancora Imparo!
>> >>>> >>>>
>> >>>> >>>>
>> >>>> >>>> -----Original Message-----
>> >>>> >>>> From:
>> >>>> xmca-bounces@weber.ucsd.edu
>> >>>> >>>>
>> >>>> >>
>> >>>> [mailto:
>> xmca-bounces@weber.ucsd.edu]
>> >>>>
>> >>>> >>
>> >>>> >>>> On Behalf Of Mike Cole
>> >>>> >>>> Sent: Wednesday, August 29, 2007 6:13 PM
>> >>>> >>>> To: eXtended Mind, Culture, Activity
>> >>>> >>>> Subject: [xmca] mediational theories of mind: Suggestions
>> >>>> requested
>> >>>> >>>>
>> >>>> >>>> Dear Xmca-ites---
>> >>>> >>>>
>> >>>> >>>> Toward the end of the month I will begin teaching a grad
>> >>>> course on
>> >>>> >>>> mediational theories of mind.
>> >>>> >>>> I would love suggestions for interesting readings.
>> >>>> >>>> We will be looking in a sort of "mcLuhanesque" way at the
>> >>>> affordances
>> >>>> >>>>
>> >>>> >> of
>> >>>> >>
>> >>>> >>>> different kinds of mediators
>> >>>> >>>> in human action/activity/mind.
>> >>>> >>>>
>> >>>> >>>> So, language and thought
>> >>>> >>>> writing
>> >>>> >>>> film
>> >>>> >>>> music
>> >>>> >>>> tv
>> >>>> >>>> rituals
>> >>>> >>>> games
>> >>>> >>>> .........
>> >>>> >>>>
>> >>>> >>>> Starting with early 20th century writers of general
>> >>>> familiarity to
>> >>>> >>>> members
>> >>>> >>>> of this list, I have been thinking about including
>> >>>> >>>> such works as Cszikentmihalyi, "meaning of things," Turkle's
>> >>>> recent
>> >>>> >>>> "evocative objects," and perhaps something on mediated
>> >>>> >>>> behavior in large groups such as "the wisdom of crowds."
>> >>>> >>>>
>> >>>> >>>> Any and all suggestions warmly welcomed. So much going on its
>> >>>> hard to
>> >>>> >>>> even
>> >>>> >>>> think about how to begin to think about this
>> >>>> >>>> upcoming fall!!
>> >>>> >>>>
>> >>>> >>>> mike
>> >>>> >>>> _______________________________________________
>> >>>> >>>> xmca mailing list
>> >>>> >>>> xmca@weber.ucsd.edu
>> >>>> >>>>
>> >>>>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>> >>>>
>> >> >> >>>> _______________________________________________
>> >>>> >>>> xmca mailing list
>> >>>> >>>> xmca@weber.ucsd.edu
>> >>>> >>>>
>> >>>>
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>> >>>>
>> >>>> >>>>
>> >>>> >>>>
>> >>>> >>> 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)
>> >>>> >>> _______________________________________________
>> >>>> >>> xmca mailing list
>> >>>> >>> xmca@weber.ucsd.edu
>> >>>> >>>
>> >>>>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>> >>>>
>> >>>> >>>
>> >>>> >> Hi everyone:
>> >>>> >> Tony's eloquent characterization of "behaviorist hegemony
>> >>>> giving way to
>> >>>> >> cognitivist hegemony, which in turn is being challenged by a
>> >>>> turn to
>> >>>> the
>> >>>> >>
>> >>>> >> broader perspective of social ontology" is well put. How CHAT
>> >>>> is being
>> >>>> >> presented to the rugged individualists (albeit mythological
>> >>>> entities)
>> >>>> in
>> >>>> >>
>> >>>> >> our teacher ed programs is of interest to me as well. It would
> > >>>> further
>> >>>> >> be helpful for CHAT neophytes like myself to hear how those of
>> >>>> you who
>> >>>> >> have shaped CHAT view how the domain has genetically evolved
>> >>>> and, in
>> >>>> >> some cases, splintered (i.e. the differences between
>> sociocultural
>> >>>> >> theory vs. activity theory). Thanks for engaging in an
>> >>>> interesting
>> >>>> >> discussion. I realize this topic has already been hashed out
>> >>>> on-line
>> >>>> >> previously, but it was Lev that said we only truly know
>> >>>> something when
>> >>>> >> we view it in motion.
>> >>>> >> Cathrene
>> >>>> >>
>> >>>> >> --
>> >>>> >> Dr. M. Cathrene Connery
>> >>>> >> Assistant Professor of Education
>> >>> > >> 607.274.7382
>> >>>> >> Ithaca College
>> >>>> >>
>> >>>> >> _______________________________________________
>> >>>> >> xmca mailing list
>> >>>> >> xmca@weber.ucsd.edu
>> >>> > >>
>> >>>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>> >>>
>> >>>> >> _______________________________________________
>> >>>> >> xmca mailing list
>> >>>> >> xmca@weber.ucsd.edu
>> >>>> >>
>> >>>>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>> >>>>
>> >>>> >>
>> >>>> >>
>> >>>> >>
>> >>>> >>
>>
>> >>>>
>>------------------------------------------------------------------------
>> >>>>
>> >>>> >>
>> >>>> >>
>>
>> >>>>
>>------------------------------------------------------------------------
>> >>>>
>> >>>> >>
>> >>>> >> _______________________________________________
>> >>>> >> xmca mailing list
>> >>>> >> xmca@weber.ucsd.edu
>> >>>> >>
>> >>>>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>> >>>>
>> >>>> >>
>> >>>>
>> >>>>
>> >>>> --
>> >>>> Dr. M. Cathrene Connery
>> >>>> Assistant Professor of Education
>> >>>> 607.274.7382
>> >>>> Ithaca College
>> >>>>
>> >>>>
>> >>> _______________________________________________
>> >>> xmca mailing list
>> >>> xmca@weber.ucsd.edu
>> >>>
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>> >>>
>> >>
>> >>
>> >> --
>> >>
>> >>
>> >> Olga A. Vasquez
>> >> Department of Communication
>> >> UCSD
>> >> 9500 Gilman Drive
>> >> La Jolla, CA 92093
>> >> (858) 534-6284
>> >
>> >
>> Hi all,
>> Thanks for your interest regarding the history of CHAT and the potential
>> ISCAR panel. Mike has forwarded some solid names on which to draw.
>> Steve's ideas regarding a master bibliography sound great. While we are
>> at it, why not consider a collection of essays or writings for a book?
>>
>> As far as the panel is concerned, I would be happy to define a direction
>> or write a proposal as soon as I can confirm the possibility of my
>> attending the conference. Second, I'd appreciate input from others
> > regarding those scholars who should be contacted as potential panelists
>> or contributors in some way. As a newcomer, I'd be loathe to leave
>> someone out and am relying on your expertise. So, please forward your
>> suggestions. In the meantime, if Olga could let me know what kind of
>> information she needs, I'll do a little work behind the scenes.
>> Best,
>> Cathrene
>>
>> --
>> Dr. M. Cathrene Connery
>> Assistant Professor of Education
>> 607.274.7382
>> Ithaca College
>>
>> _______________________________________________
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>
>
>
>
>--
>"Pax Te Cum"
>6 Andover Road
>Westdene
>2092 Johannesburg
>011 673 9265 082 562 1050
>_______________________________________________
>xmca mailing list
>xmca@weber.ucsd.edu
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--
Olga A. Vásquez
Associate Professor
Department of Communication
University of California, San Diego
La Jolla, CA 92093-0503
(858)-534-6284
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