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Freire Re: [xmca] Re: xmca Digest, Vol 77, Issue 5

I think Gloria's observations are related to something I've been pursuing: Freire's use of "ser" and "sendo."
I don't have time to write more now (NCATE accreditation visit is coming up this month), but I'll toss it out there in case anybody has some wisdom or insight to share.
When Freire uses "ser" in his expressions such as "ser mais" ou "ser menos," it is conventionally translated as "being." This is treated as a copula, as in "being more human" or "being less human."
I think Freire is straining to say something different. In relation to Gloria's point, our being is our doing, our living, etc. (See the footnote on the first page of chapter 1 of Pedagogy of the Oppressed - the one place where the translation preserves, and marks, the unconventionality of Freire's usage [incidentally, both the Shanghai and Kaohsiung Chinese translations are translations from the English, not the Portuguese]).]
I think Freire was trying to use ser/sendo as an intransitive verb, and not as a copula. I think mais and menos (more and less) function in his expressions as adverbs for qualities of being, not as adjectival complements of a copula.
Freire clearly is drawing from Sarte, but in Being and Nothingness Sartre seems to use etre/etant as a noun or as a copula. I don't see him using etre the way I think Freire is (often, at least) using ser. I think Freire is advancing beyond Sartre in this regard.
In Chinese, cunzai is often used in translating the English translation of Freire's text (even in that p. 1 footnote). I was interested in seeing the Chinese because their copula (e.g., shi) would not be used as a translation for "being" in the existential sense.
Cunzai would generally be a verb of status, though -- not an verb of action like "living," "doing" (and "being," in the sense I'm hearing in Freire).
In one book Freire refers to his exile as a day he was "prohibited from being," and he uses "prohibited from being" at least once referring to the oppressed in Pedagogy of the Oppressed. Clearly, he does not mean "prohibited from existing," at least in the common sense of "to exist."
When Hamlet ponders the question, "To be, or not to be," he is not asking about ser in the sense of Freire's discourse. 

I'd be very interested if anybody has any light to shed on this.

On Thu, 6 Oct 2011, Gloria Quinones wrote:


Dear xmca:

I would like to comment in relation to perezhivanie vivencia in Spanish and
to what Helen Grimmet is discussing as participant observation.

Andy, when I start studying Fernando?s Gonzalez Rey work I found the
translation of perezhivanie as vivencia. Vivencia in singular, vivencias in
plural however is related to life, vida.  Later on in the Spanish
translation of Vygotsky volume one he alerts us to the word viva, alive...

Por unidad entendemos el resultado   del análisis que, a diferencia de los
elementos, goza de *todas las propiedades             fundamentales
características del conjunto y constituye una parte viva e indivisible de la
totalidad.*

By unity we mean the result of analysis which, unlike elements, enjoys all
thefundamental properties and findamental characteristics of the whole which
is a living part of the whole and indivisible.

I make referemce to this because agreeing with you and Gonzalez Rey work
Vygotsky was theorizing that ?unit? and going beyond external internal or
cognitive emotional dichotomies. I do believe that unit was perezhivanie
vivencias which it is as Ferholt also alerts us an intense lived experience
and I think a dramatic event in everyday life.

Vivir to live, vivencia what we are living, we. There is a lot of discussion
of how there is another component of vivencias perezhivanie which is that
awareness, that meaning, and for me and Fernando will agree with me is sense
which has given little attention. As researchers we are not only
participants of collaborating but convivencia (with) in the vivencias of our
participants we are living the struggles, the intensities, the perezhivanie!
I am in a perezhivanie with perezhivanie in love... there is a component
that unites emotionthinking as living is a very active stand... is how
A.A.Leontiev says there can be one meaning but there are many different
senses. I wonder what other thinks? I am very humble sharing this views to
the xmca community.

Regards,

Gloria Quinones

On Thu, Oct 6, 2011 at 6:00 AM, <xmca-request@weber.ucsd.edu> wrote:


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Today's Topics:

  1. Re: Fw: Theory & Psychology Table of Contents for
     Cultural-historical activity theory and interventionist
     methodology:      Classical legacy and contemporary developments: 1
     October 2011;     Vol. 21, No. 5 (Helen Grimmett)
  2. Re: Fw: Theory & Psychology Table of Contents for
     Cultural-historical activity theory and interventionist
     methodology:      Classical legacy and contemporary developments: 1
     October 2011;     Vol. 21, No. 5 (mike cole)
  3. Re: Fw: Theory & Psychology Table of Contents for
     Cultural-historical activity theory and interventionist
     methodology:      Classical legacy and contemporary developments: 1
     October 2011;     Vol. 21, No. 5 (Helen Grimmett)
  4. test - please ignore (Jussi Silvonen)
  5. FW: 7th International Conference on Dialogical Self ~ October
     25-28,              2011 ~ Registration Now Open!!!
     (Peter Smagorinsky)
  6. Re: Fw: Theory & Psychology Table of Contents for
     Cultural-historical activity theory and interventionist
     methodology:      Classical legacy and contemporary developments: 1
     October 2011;     Vol. 21, No. 5 (mike cole)


----------------------------------------------------------------------

Message: 1
Date: Wed, 5 Oct 2011 12:07:33 +1100
From: Helen Grimmett <helen.grimmett@monash.edu>
Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
       Cultural-historical activity theory and interventionist methodology:
       Classical legacy and contemporary developments: 1 October 2011; Vol.
       21, No. 5
To: vanderriet@ukzn.ac.za,      "eXtended Mind, Culture, Activity"
       <xmca@weber.ucsd.edu>
Message-ID:
       <CAGzL+FKq4fAScYckxsuKVZmF1p_hx_S=M8MdGVGajXr723TFJA@mail.gmail.com



Content-Type: text/plain; charset=ISO-8859-1

Thank you! Perfect timing, as I am about to revisit my methodology chapter
again and there is a lot here that should be helpful.

Sutter's article is particularly interesting as he discusses the need for
research which treats the joint activity of the researcher and the other
participants in the developmental project itself as the object of analysis
(rather than focussing on the practice of the other participants). I have
actually inadvertently stumbled into doing this type of research (looking
at
the actual practice of teacher' professional development itself rather than
studying the consequences of the PD on the teachers' practice) due to
issues
with data collection in my original project, so it is good to know that
others see a need for this as a way of extending interventionist research.

Cheers,
Helen

On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:


Of interest?
Sent from my BlackBerry® wireless device

-----Original Message-----
From: sage_contents_alert@alerts.stanford.edu
Date: Sun, 2 Oct 2011 05:44:13
To: <vanderriet@ukzn.ac.za>
Subject: Theory & Psychology Table of Contents for Cultural-historical
activity theory and interventionist methodology: Classical legacy and
contemporary developments: 1 October 2011; Vol. 21, No. 5


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&amp; Psychology <http://tap.sagepub.com>  is available online:
Cultural-historical activity theory and interventionist methodology:
Classical legacy and contemporary developments:
1 October 2011; Vol. 21, No. 5

       The below Table of Contents is available online at:
http://tap.sagepub.com/content/vol21/issue5/?etoc











               Introduction



                       Cultural-historical activity theory and
interventionist methodology: Classical legacy and contemporary

developments

Annalisa Sannino and Berthel Sutter
Theory Psychology 2011;21 557-570
http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
http://tap.sagepub.com/content/vol21/issue5/?etoc>


----------------
               Articles
----------------
                                       Activity theory as an activist and
interventionist theory
Annalisa Sannino
Theory Psychology 2011;21 571-597
http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>

                                       From design experiments to

formative

interventions
Yrjö Engeström
Theory Psychology 2011;21 598-628
http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>

                                       From change to development:
Expanding the concept of intervention
Jaakko Virkkunen and Marika Schaupp
Theory Psychology 2011;21 629-655
http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>

                                       Design experimentation and mutual
appropriation: Two strategies for university/community collaborative
after-school interventions
Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
Theory Psychology 2011;21 656-680
http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>

                                       Intervening for transforming: The
horizon of action in the Clinic of Activity
Yves Clot and Katia Kostulski
Theory Psychology 2011;21 681-696
http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>

                                       How to analyze and promote
developmental activity research?
Berthel Sutter
Theory Psychology 2011;21 697-714
http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>


----------------
               Comments
----------------
                                       Activity and intervention: On
problem solving, discourse, and the rest
Falk Seeger
Theory Psychology 2011;21 715-723
http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>

                                       Power, politics, and intervention
theory: Lessons from organization studies
Frank Blackler
Theory Psychology 2011;21 724-734
http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>



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--
Helen Grimmett
PhD Student, Teaching Associate
Faculty of Education
Monash University, Peninsula Campus


------------------------------

Message: 2
Date: Tue, 4 Oct 2011 20:00:30 -0700
From: mike cole <lchcmike@gmail.com>
Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
       Cultural-historical activity theory and interventionist methodology:
       Classical legacy and contemporary developments: 1 October 2011; Vol.
       21, No. 5
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
       <CAHCnM0Ar6qzjr6j66Eyt9J1XW9-OJ-97qtNAR_VAjG5s92pj+Q@mail.gmail.com



Content-Type: text/plain; charset=ISO-8859-1

Intresting convergence, Helen.
We are doing the same thing locally. It seems a necessary reflective
practice as part of our practices as observant participants.
mike

On Tue, Oct 4, 2011 at 6:07 PM, Helen Grimmett <helen.grimmett@monash.edu

wrote:



Thank you! Perfect timing, as I am about to revisit my methodology

chapter

again and there is a lot here that should be helpful.

Sutter's article is particularly interesting as he discusses the need for
research which treats the joint activity of the researcher and the other
participants in the developmental project itself as the object of

analysis

(rather than focussing on the practice of the other participants). I have
actually inadvertently stumbled into doing this type of research (looking
at
the actual practice of teacher' professional development itself rather

than

studying the consequences of the PD on the teachers' practice) due to
issues
with data collection in my original project, so it is good to know that
others see a need for this as a way of extending interventionist

research.


Cheers,
Helen

On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:


Of interest?
Sent from my BlackBerry® wireless device

-----Original Message-----
From: sage_contents_alert@alerts.stanford.edu
Date: Sun, 2 Oct 2011 05:44:13
To: <vanderriet@ukzn.ac.za>
Subject: Theory & Psychology Table of Contents for Cultural-historical
activity theory and interventionist methodology: Classical legacy and
contemporary developments: 1 October 2011; Vol. 21, No. 5


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Theory

&amp; Psychology <http://tap.sagepub.com>  is available online:
Cultural-historical activity theory and interventionist methodology:
Classical legacy and contemporary developments:
1 October 2011; Vol. 21, No. 5

       The below Table of Contents is available online at:
http://tap.sagepub.com/content/vol21/issue5/?etoc











               Introduction



                       Cultural-historical activity theory and
interventionist methodology: Classical legacy and contemporary

developments

Annalisa Sannino and Berthel Sutter
Theory Psychology 2011;21 557-570
http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
http://tap.sagepub.com/content/vol21/issue5/?etoc>


----------------
               Articles
----------------
                                       Activity theory as an activist

and

interventionist theory
Annalisa Sannino
Theory Psychology 2011;21 571-597
http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>

                                       From design experiments to

formative

interventions
Yrjö Engeström
Theory Psychology 2011;21 598-628
http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>

                                       From change to development:
Expanding the concept of intervention
Jaakko Virkkunen and Marika Schaupp
Theory Psychology 2011;21 629-655
http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>

                                       Design experimentation and

mutual

appropriation: Two strategies for university/community collaborative
after-school interventions
Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
Theory Psychology 2011;21 656-680
http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>

                                       Intervening for transforming:

The

horizon of action in the Clinic of Activity
Yves Clot and Katia Kostulski
Theory Psychology 2011;21 681-696
http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>

                                       How to analyze and promote
developmental activity research?
Berthel Sutter
Theory Psychology 2011;21 697-714
http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>


----------------
               Comments
----------------
                                       Activity and intervention: On
problem solving, discourse, and the rest
Falk Seeger
Theory Psychology 2011;21 715-723
http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>

                                       Power, politics, and

intervention

theory: Lessons from organization studies
Frank Blackler
Theory Psychology 2011;21 724-734
http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>



----------------

This message was sent to vanderriet@ukzn.ac.za.


----------------


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* Print ISSN: 0959-3543
* Online ISSN: 1461-7447

__________________________________________
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--
Helen Grimmett
PhD Student, Teaching Associate
Faculty of Education
Monash University, Peninsula Campus
__________________________________________
_____
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca




------------------------------

Message: 3
Date: Wed, 5 Oct 2011 16:33:38 +1100
From: Helen Grimmett <helen.grimmett@monash.edu>
Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
       Cultural-historical activity theory and interventionist methodology:
       Classical legacy and contemporary developments: 1 October 2011; Vol.
       21, No. 5
To: lchcmike@gmail.com,         "eXtended Mind, Culture, Activity"
       <xmca@weber.ucsd.edu>
Message-ID:
       <CAGzL+FL6po6bbwwOsq1-e--YP5EW1-OC7dhcP0Hw248Xv7RQag@mail.gmail.com



Content-Type: text/plain; charset=ISO-8859-1

Oooh, I like the term 'observant participants' !! The usual 'participant
observer' doesn't seem quite right for this sort of research and so I've
been thinking of myself as a participant collaborator, but this didn't
really cover all that my role entails either. Maybe even 'observant
collaborator' might be appropriate?! Mmm, thanks for the food for thought!
Helen

On 5 October 2011 14:00, mike cole <lchcmike@gmail.com> wrote:


Intresting convergence, Helen.
We are doing the same thing locally. It seems a necessary reflective
practice as part of our practices as observant participants.
mike

On Tue, Oct 4, 2011 at 6:07 PM, Helen Grimmett <

helen.grimmett@monash.edu

wrote:



Thank you! Perfect timing, as I am about to revisit my methodology

chapter

again and there is a lot here that should be helpful.

Sutter's article is particularly interesting as he discusses the need

for

research which treats the joint activity of the researcher and the

other

participants in the developmental project itself as the object of

analysis

(rather than focussing on the practice of the other participants). I

have

actually inadvertently stumbled into doing this type of research

(looking

at
the actual practice of teacher' professional development itself rather

than

studying the consequences of the PD on the teachers' practice) due to
issues
with data collection in my original project, so it is good to know that
others see a need for this as a way of extending interventionist

research.


Cheers,
Helen

On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:


Of interest?
Sent from my BlackBerry® wireless device

-----Original Message-----
From: sage_contents_alert@alerts.stanford.edu
Date: Sun, 2 Oct 2011 05:44:13
To: <vanderriet@ukzn.ac.za>
Subject: Theory & Psychology Table of Contents for

Cultural-historical

activity theory and interventionist methodology: Classical legacy and
contemporary developments: 1 October 2011; Vol. 21, No. 5


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Theory & Psychology Online Table of Contents Alert A new issue of

Theory

&amp; Psychology <http://tap.sagepub.com>  is available online:
Cultural-historical activity theory and interventionist methodology:
Classical legacy and contemporary developments:
1 October 2011; Vol. 21, No. 5

       The below Table of Contents is available online at:
http://tap.sagepub.com/content/vol21/issue5/?etoc











               Introduction



                       Cultural-historical activity theory and
interventionist methodology: Classical legacy and contemporary

developments

Annalisa Sannino and Berthel Sutter
Theory Psychology 2011;21 557-570
http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
http://tap.sagepub.com/content/vol21/issue5/?etoc>


----------------
               Articles
----------------
                                       Activity theory as an activist

and

interventionist theory
Annalisa Sannino
Theory Psychology 2011;21 571-597
http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>

                                       From design experiments to

formative

interventions
Yrjö Engeström
Theory Psychology 2011;21 598-628
http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>

                                       From change to development:
Expanding the concept of intervention
Jaakko Virkkunen and Marika Schaupp
Theory Psychology 2011;21 629-655
http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>

                                       Design experimentation and

mutual

appropriation: Two strategies for university/community collaborative
after-school interventions
Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
Theory Psychology 2011;21 656-680
http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>

                                       Intervening for transforming:

The

horizon of action in the Clinic of Activity
Yves Clot and Katia Kostulski
Theory Psychology 2011;21 681-696
http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>

                                       How to analyze and promote
developmental activity research?
Berthel Sutter
Theory Psychology 2011;21 697-714
http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>


----------------
               Comments
----------------
                                       Activity and intervention: On
problem solving, discourse, and the rest
Falk Seeger
Theory Psychology 2011;21 715-723
http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>

                                       Power, politics, and

intervention

theory: Lessons from organization studies
Frank Blackler
Theory Psychology 2011;21 724-734
http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>



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--
Helen Grimmett
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Monash University, Peninsula Campus
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Helen Grimmett
PhD Student, Teaching Associate
Faculty of Education
Monash University, Peninsula Campus


------------------------------

Message: 4
Date: Wed, 5 Oct 2011 15:31:52 +0300
From: Jussi Silvonen <jussi.silvonen@uef.fi>
Subject: [xmca] test - please ignore
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
       <EAE48DE068988141AA7087EF40AE5E660E8AA9DE@EXCVS1.uefad.uef.fi>
Content-Type: text/plain; charset="us-ascii"

Hi,

this is a test - please ignore and delete. For the administrator - would
you, please, remove my old e-mail jussi.silvonen@joensuu.fi<mailto:
jussi.silvonen@joensuu.fi> from the list.

JusSi
----------------
Jussi Silvonen
PhD, Adjunct Professor
School of Educational Sciences and Psychology
P.O. Box 111
FI-80101 Joensuu, Finland
---
http://www.mendeley.com/profiles/jussi-silvonen




------------------------------

Message: 5
Date: Wed, 5 Oct 2011 12:33:58 +0000
From: Peter Smagorinsky <smago@uga.edu>
Subject: [xmca] FW: 7th International Conference on Dialogical Self ~
       October 25-28,              2011 ~ Registration Now Open!!!
To: "xmca@weber.ucsd.edu" <xmca@weber.ucsd.edu>,
       "'UGADOCS@listserv.uga.edu'"    <UGADOCS@listserv.uga.edu>
Message-ID:
       <
D978F610641CB249AE42B883A3CC3B7F1FAE9A0D@SN2PRD0202MB131.namprd02.prod.outlook.com




Content-Type: text/plain; charset="us-ascii"



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Registration Now Open!
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Keynote Speakers:
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Featured Lecturer:
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Click here to see the complete flyer!<
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------------------------------

Message: 6
Date: Wed, 5 Oct 2011 07:35:31 -0700
From: mike cole <lchcmike@gmail.com>
Subject: Re: [xmca] Fw: Theory & Psychology Table of Contents for
       Cultural-historical activity theory and interventionist methodology:
       Classical legacy and contemporary developments: 1 October 2011; Vol.
       21, No. 5
To: Helen Grimmett <helen.grimmett@monash.edu>
Cc: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Message-ID:
       <CAHCnM0CJe4ygq0ZaO77ZT0B41DWWH9+wJKRm1cwr_rMCH2FKnA@mail.gmail.com



Content-Type: text/plain; charset=ISO-8859-1

This term arose in our group in circumstances where we were pretty sure we
were participants and legitimatively if peripherally and
PROBLEMATICALLY so. We had collaboration as a goal, its a prominent feature
of participation. But there can be, and often is,
a lot of participation and at some important levels, its very difficult to
characterize the activity as homogeneously collaborative.

By not pre-judging, it helps to keep one's self-critical antennae on the
alert.
mike

On Tue, Oct 4, 2011 at 10:33 PM, Helen Grimmett
<helen.grimmett@monash.edu>wrote:


Oooh, I like the term 'observant participants' !! The usual 'participant
observer' doesn't seem quite right for this sort of research and so I've
been thinking of myself as a participant collaborator, but this didn't
really cover all that my role entails either. Maybe even 'observant
collaborator' might be appropriate?! Mmm, thanks for the food for

thought!

 Helen


On 5 October 2011 14:00, mike cole <lchcmike@gmail.com> wrote:


Intresting convergence, Helen.
We are doing the same thing locally. It seems a necessary reflective
practice as part of our practices as observant participants.
mike

On Tue, Oct 4, 2011 at 6:07 PM, Helen Grimmett <

helen.grimmett@monash.edu

wrote:



Thank you! Perfect timing, as I am about to revisit my methodology

chapter

again and there is a lot here that should be helpful.

Sutter's article is particularly interesting as he discusses the need

for

research which treats the joint activity of the researcher and the

other

participants in the developmental project itself as the object of

analysis

(rather than focussing on the practice of the other participants). I

have

actually inadvertently stumbled into doing this type of research

(looking

at
the actual practice of teacher' professional development itself rather

than

studying the consequences of the PD on the teachers' practice) due to
issues
with data collection in my original project, so it is good to know

that

others see a need for this as a way of extending interventionist

research.


Cheers,
Helen

On 4 October 2011 19:05, <vanderriet@ukzn.ac.za> wrote:


Of interest?
Sent from my BlackBerry® wireless device

-----Original Message-----
From: sage_contents_alert@alerts.stanford.edu
Date: Sun, 2 Oct 2011 05:44:13
To: <vanderriet@ukzn.ac.za>
Subject: Theory & Psychology Table of Contents for

Cultural-historical

activity theory and interventionist methodology: Classical legacy

and

contemporary developments: 1 October 2011; Vol. 21, No. 5


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Theory & Psychology Online Table of Contents Alert A new issue of

Theory

&amp; Psychology <http://tap.sagepub.com>  is available online:
Cultural-historical activity theory and interventionist methodology:
Classical legacy and contemporary developments:
1 October 2011; Vol. 21, No. 5

       The below Table of Contents is available online at:
http://tap.sagepub.com/content/vol21/issue5/?etoc











               Introduction



                       Cultural-historical activity theory and
interventionist methodology: Classical legacy and contemporary

developments

Annalisa Sannino and Berthel Sutter
Theory Psychology 2011;21 557-570
http://tap.sagepub.com/cgi/content/abstract/21/5/557 <
http://tap.sagepub.com/content/vol21/issue5/?etoc>


----------------
               Articles
----------------
                                       Activity theory as an

activist

and

interventionist theory
Annalisa Sannino
Theory Psychology 2011;21 571-597
http://tap.sagepub.com/cgi/content/abstract/21/5/571 <
http://tap.sagepub.com/cgi/content/abstract/21/5/571?etoc>

                                       From design experiments to

formative

interventions
Yrjö Engeström
Theory Psychology 2011;21 598-628
http://tap.sagepub.com/cgi/content/abstract/21/5/598 <
http://tap.sagepub.com/cgi/content/abstract/21/5/598?etoc>

                                       From change to development:
Expanding the concept of intervention
Jaakko Virkkunen and Marika Schaupp
Theory Psychology 2011;21 629-655
http://tap.sagepub.com/cgi/content/abstract/21/5/629 <
http://tap.sagepub.com/cgi/content/abstract/21/5/629?etoc>

                                       Design experimentation and

mutual

appropriation: Two strategies for university/community collaborative
after-school interventions
Deborah Downing-Wilson, Robert Lecusay, and Michael Cole
Theory Psychology 2011;21 656-680
http://tap.sagepub.com/cgi/content/abstract/21/5/656 <
http://tap.sagepub.com/cgi/content/abstract/21/5/656?etoc>

                                       Intervening for transforming:

The

horizon of action in the Clinic of Activity
Yves Clot and Katia Kostulski
Theory Psychology 2011;21 681-696
http://tap.sagepub.com/cgi/content/abstract/21/5/681 <
http://tap.sagepub.com/cgi/content/abstract/21/5/681?etoc>

                                       How to analyze and promote
developmental activity research?
Berthel Sutter
Theory Psychology 2011;21 697-714
http://tap.sagepub.com/cgi/content/abstract/21/5/697 <
http://tap.sagepub.com/cgi/content/abstract/21/5/697?etoc>


----------------
               Comments
----------------
                                       Activity and intervention: On
problem solving, discourse, and the rest
Falk Seeger
Theory Psychology 2011;21 715-723
http://tap.sagepub.com/cgi/content/abstract/21/5/715 <
http://tap.sagepub.com/cgi/content/abstract/21/5/715?etoc>

                                       Power, politics, and

intervention

theory: Lessons from organization studies
Frank Blackler
Theory Psychology 2011;21 724-734
http://tap.sagepub.com/cgi/content/abstract/21/5/724 <
http://tap.sagepub.com/cgi/content/abstract/21/5/724?etoc>



----------------

This message was sent to vanderriet@ukzn.ac.za.


----------------


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--
Helen Grimmett
PhD Student, Teaching Associate
Faculty of Education
Monash University, Peninsula Campus
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--
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Faculty of Education
Monash University, Peninsula Campus








------------------------------

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End of xmca Digest, Vol 77, Issue 5
***********************************


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Tony Whitson
UD School of Education
NEWARK  DE  19716

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 are obliged to read the same story everywhere"
                  -- Roland Barthes, S/Z (1970)
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