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RE: [xmca] Jones on Learning under capitalism



excellent article, thank you for sharing!

eric



From:   Peter Smagorinsky <smago@uga.edu>
To:     "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Date:   11/02/2011 05:20 AM
Subject:        RE: [xmca] Jones on Learning under capitalism
Sent by:        xmca-bounces@weber.ucsd.edu



Here's the ms. Version, which may have been edited on its way to 
publication. p

-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On 
Behalf Of Helena Worthen
Sent: Tuesday, November 01, 2011 3:46 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] Jones on Learning under capitalism

Robert, do you have the link for the Smagorinsky article?

Helena


Helena Worthen
helena.worthen@berkeley.edu
21 San Mateo Road
Berkeley, CA 94707
Visiting Scholar, UCB Center for Labor Research and Education
510-828-2745

On Nov 1, 2011, at 11:13 AM, Robert Lake wrote:

> *Hi Everyone,*
> *Don't forget this from  Peter  Smagorinsky (See below).*
> *
> *
> *Robert Lake*
> 
> In case anyone's interested, I coauthored a book chapter on Freire and 
> Vygotsky. In my view, they're a hard pair to match, as we outline in 
> the chapter. I don't have the final pdf but am attaching the last 
> version I have of the manuscript during editing.
> The reference:
> Souto-Manning, M., & Smagorinsky, P. (2010). Freire, Vygotsky, and 
> social justice theories in English education. In sj Miller & D. 
> Kirkland (Eds.), Change matters: Critical essays on moving social 
> justice research from theory to policy (pp. 41-51). New York: Peter 
Lang.
> 
> On Tue, Nov 1, 2011 at 11:53 AM, Tony Whitson <twhitson@udel.edu> wrote:
> 
>> I don't know of anyone who's analyzed Freire in terms of CHAT, but it 
>> would really interesting.
>> 
>> In Freire's alphabetization/**conscientization work with adult 
>> peasants, the motivation for the activity is not literacy itself. 
>> Literacy is attained as a means for conducting the activity that is 
>> constructed in pursuit of motivating objects that are identified by 
>> the learners themselve; and there is a systematic use of written 
>> artefacts mediating the activity.
>> 
>> On Tue, 1 Nov 2011, Silvio Marquardt wrote:
>> 
>> Dear Ana,
>>> 
>> 
>> Could you "situate" Freire`s statement within the activity system ?
>> "Critical reading" as "Activity" seems to be something worth trying.
>> How far is the "Freire-CHAT" debate up to now ?
>> 
>> Yours, Silvio
>> 
>> ______________________________**__
>> From: Ana Paula B. R. Cortez <apbrcortez@yahoo.com.br>
>> To: Haydi Zulfei <haydizulfei@rocketmail.com>; "eXtended Mind, 
>> Culture, Activity" <xmca@weber.ucsd.edu>
>> Sent: Wednesday, 2 November 2011 12:10 AM
>> Subject: Re: [xmca] Jones on Learning under capitalism
>> 
>> Hello, everyone!
>> 
>> Here is Freire's definition of reading, in "Carta de Paulo Freire aos 
>> professores" (Freire's letter to teachers - In Portuguese at:
>> http://www.scielo.br/scielo.**php?script=sci_arttext&pid=**
>> S0103-40142001000200013<http://www.scielo.br/scielo.php?script=sci_ar
>> ttext&pid=S0103-40142001000200013>
>> )
>> 
>> 
>> "Ler é uma operação inteligente,    difícil, exigente, mas 
gratificante.
>> Ninguém lê ou estuda    autenticamente se não assume, diante do texto 
ou do
>> objeto da curiosidade    a forma crítica de ser ou de estar sendo 
sujeito
>> da curiosidade, sujeito    da leitura, sujeito do processo de conhecer 
em
>> que se acha. Ler é procurar    buscar criar a compreensão do lido; daí,
>> entre outros pontos fundamentais,    a importância do ensino correto da
>> leitura e da escrita. É que    ensinar a ler é engajar-se numa 
experiência
>> criativa em torno da compreensão. Da compreensão e da comunicação."
>> 
>> My free translation of the extract:
>> 
>> 
>> "Reading is an intelligent, difficult, demanding,  but gratifying 
>> operation. Nobody authentically reads or studies if, facing the text 
>> or the object of his/her curiosity, he/she doesn't take a critical 
>> stance as the subject of curiosity, the subject of reading, the 
>> subject of the process of knowing where he/she is. Reading is to try 
>> to create the understanding of what's being read; therefore, among 
>> other crucial points, there lies the importance of teaching reading 
>> and writing in a correct way. Teaching how to read means engaging in a 
creative experience revolving understanding.
>> Understanding and communication."
>> 
>> Well, I don't think there is anything else to comment about it.
>> Enjoy!
>> Ana Paula Cortez
>> __________________________________________
>> _____
>> xmca mailing list
>> xmca@weber.ucsd.edu
>> http://dss.ucsd.edu/mailman/listinfo/xmca
>> 
>> 
> 
> 
> --
> *Robert Lake  Ed.D.
> *Assistant Professor
> Social Foundations of Education
> Dept. of Curriculum, Foundations, and Reading Georgia Southern 
> University P. O. Box 8144
> Phone: (912) 478-5125
> Fax: (912) 478-5382
> Statesboro, GA  30460
> 
> *Democracy must be born anew in every generation, and education is its
> midwife.*
> *-*John Dewey.
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca

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[attachment "Freire, Vygotsky, and Social       Justice Research in 
English Education [Kirkland & Miller].doc" deleted by ERIC RAMBERG/spps] 
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