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

[ERIC.RAMBERG@spps.org]

Well. . . i was wondering if that image would transfer but it did not. 
Here is what it said:  "The children displayed for us over and over again 
their belief that it was cheating to use information from someone else 
when attempting to learn an activity where performance is socially 
evaluated.  They displayed great skill in treating us as if we were 
deficient versions of the proper way to teach, an interpretation which 
validated their attempts to avoid the task of readin.  The disentangling 
of "primary" and "secondary" symptoms, e.g., those intrinsic to the child 
as learner and those which arise because of the child's need to hide her 
difficulties and maintain her social status represents one of the major 
challenges in the diagnosis and remediation of these children's 
difficulties (p 64)."

thanks,
eric






ERIC.RAMBERG@spps.org
Sent by: xmca-bounces@weber.ucsd.edu
05/06/2010 09:59 AM
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


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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