RE: RE: [xmca] Fleer/Hedegaard for discussion

[ERIC.RAMBERG@spps.org]

Hello all:

The following archived LCHC newsletter written in July of 1982 discusses 
much of this "socially situated institutional practices" in the beginning 
time of the development of the 5th dimension.

http://lchc.ucsd.edu/Histarch/jl82v4n3.PDF

Here is an excerpt:





I enjoyed the article as well and appreciate any research that provides 
insight into how institutional practices can impact the development of a 
child.  Thank you to the authors for such great work!

eric




"White, Phillip" <Phillip.White@ucdenver.edu>
Sent by: xmca-bounces@weber.ucsd.edu
05/05/2010 01:35 PM
Please respond to "eXtended Mind, Culture, Activity"

 
        To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
        cc: 
        Subject:        RE: RE: [xmca] Fleer/Hedegaard for discussion


Larry - your analysis fits with my understanding of agency, engagement and 
identity.  as Lave points out, these attributes do emerge out of 
participation within activities - 

also, while i have my own goals for the classroom, these goals are not 
necessarily shared by the other participants within the classroom - 

one point: you wrote -
 "What the Fleer/Hedegaard article points out is how the REGULATORY 
FUNCTION of socially situated institutional practices constrains [and 
affords] particular developmental pathways. What I want to add is the 
construct of ENGAGEMENT [as a movement or tension of RESPONSE and 
WITHDRAWAL] and how institutional structures REGULATE this function of 
engagement [or disengagement] "

i'm not so sure that Andrew is being confronted by "socially situated 
institutional practices" as what i understand to be socially situated 
practices operationalized by the classroom teacher(s).

the classroom teacher(s), i would think, had other ways of responding to 
Andrew.

phillip


Phillip White, PhD
University of Colorado Denver
School of Education
phillip.white@ucdenver.edu
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