[xmca] One SSD or muliple SSD's or?

[mike cole <lchcmike@gmail.com>]

LCHC read the Fleer and Hedegaard paper and part of my weekend plan of work
is to post some comments on it. It is a HUGE undertaking of which we are
seeing only a part, and it raises a great variety of issues worth deeper
consideration. Just thinking of how much work went into taping the 20 hours
for this paper boggles my mind, never mind the amount it requires to study
the entire corpus. Its a really heroic project.

Here i want to restrict myself to a raising a single question. I have long
been interested in the issue of SSD which is not extensively discussed by
LSV. I was glad to be pointed at the Kravstova article in JREEP 2006 which I
had not read. (I have a pdf that I will send to individuals who ask for it;
it does not seem legitimate to post on XMCA until or unless Lena K
gives her ok - If you want it, write to mcole@ucsd.edu).

I was excited to read the F&H article, because it appeared to promise a way
to look at "SSD" as a heterogeneous complex (yep, that word). But when I got
to the end, I was not at all sure that it answered its own basic research
question (p. 153) although it clearly demonstrated differences between home
and school that several have comment on.

Here is what the authors tell us their main research question was:
 *The study reported in this article focused on how practices at home
influence the child’s activity in school, and how practices in school
influence the demands on the child at home. The study also sought to follow
the transition of the child across these institutions in order to see how
different demands influence a child’s social situation of development.*

1. I can see how Andrew's mother was influenced by the demands of the school
and share her concerns about medication (more on that in a later note). I
can see how Andrew's behavior is different at school than it is at home. But
I do not see how home practices *influenced *school behavior or vice versa.

2. I can see how the school is one social situation of development and the
home another for Andrew, but I do not understand how knowledge of these two
situationS of development tell us about THE situation of development
(singular).

3. THE situation development is presumably (this is an issue I have been
unable to resolve for myself) of all the situationS of development that
Andrew experiences. These include the transitions to and from school, visits
to sporting events, and going shopping which i look forward to reading
about.

So, my main question is how we arrive at THE SSD from observations in two
different institutions, home and school, and by extension to all the other
forms of activity Andrew experiences. I imagine it might be conceptualized
something like Figure 1, but that figure is not designated as THE SSD.

Can the authors or fellow readers help me out here?
mike
(PS-- reading this on gmail, I note an advertisement for "Super SSD"-
I am afraid to look!) :-)

On Fri, May 14, 2010 at 9:18 PM, Andy Blunden <ablunden@mira.net> wrote:

> Again, apologies for the pedantry ...
> Larry Purss wrote:
>
>> Andy
>>
>> I do see your point about seeing an authors concepts as situated in a
>> network or constellation of normative practices.
>>
>
> No. Two things: a constellation of artefacts on one hand, and  on the
> other, a network of practices. In my view it important to distinguish these
> two clearly.
>
> And No. Not "situated in", a situation.
>
>
> Andy
>
>
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