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These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
On 25 July 2012 16:50, White, Phillip <Phillip.White@ucdenver.edu> wrote: > Andy - thanks for the Scribner article - much appreciated. > > i had no intention of suggesting a cause and effect description of CHAT as > you've described below. nor am i suggesting that all problems anyone faces > in life are to be ascribed to a teacher, or tyrants. > > My reading of colonization in this context was of an enforced mediation, e.g. railroads, television, computing, money & consumerism, of which the only defence is conscious organization, e.g. intracultural agreement to sustain the means of production in which values are education/practice are inherent. Were the "2 hours of schooling" the crucible by means of which the native pupil would accommodate a central pervasive orientation (to help them swim better in the wider invasive culture), it's not so hard to imagine why it might be the target of vitriol. If a railroad is undermining your local culture, why should you care if the cargo only ships for a few hours a day? Anyway I've other distractions keeping me reading Lave/Richardson, so you'll have to tell me whether I'm way off here. Huw thanks, > > p > > ________________________________________ > From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On Behalf > Of Andy Blunden [ablunden@mira.net] > Sent: Wednesday, July 25, 2012 12:23 AM > To: eXtended Mind, Culture, Activity > Subject: Re: [xmca] Taking culture into account/Doing harm? > > I do think we have to stop totalising in this way. > > Teacher trained in CHAT = Vygotsky = Soviet Union = Stalinist > colonisation of Baltic States, therefore if a teacher has been taught > Vygotsky in their teacher training, they are continuing the colonising > practices of Stalin's USSR. Meanwhile, because an indigneous child > attends school for a few hours a week for several years of their life, > all the problems facing an indigenous person living in a settler nation > are put down to their teacher, and thereby Stalin's colonising policies. > > I have attached a scan of Sylvia Scribner's "Vygotsky's Uses of History" > which is worth reading. > > Andy > > > > White, Phillip wrote: > > good morning, Mike, and everyone else who've read both the Lave article > and the Richardson article - > > > > from my perspective, the Richardson article is a good example of Lave's > call to be will to take a political stance in one's work. > > > > i understand Richardson's critique as being both intercultural as well > as intracultural - intercultural as his cultural heritage is one that has > been oppressed to a near point of extinction by we european-rooted > colonizers, and he is calling attention to the historical and present day > fact that our european based epistemologies marginalize at best, while > usually attempting to erase Indigenous epistemologies. furthermore, > ironically, the very tools of multicultural education result more in > enclosure of Indigenous epistemologies rather than inclusion. > > > > on the other-hand, Richardson's critique is also intracultural so far as > he is a fellow academic using multiple academic cultural tools of > argumentative discourse to press his point. > > > > what strikes me thus far is that it appears that rather than engaging in > his critique, we've veered off (my perception) into the morality of > inter-intra-cultural critique. > > > > i think that Richardson is putting forth epistemologies that i can > barely wrap my head around: "sharing a spirit"; "shadow memories and > imagination are foundational to rational thinking"; "shimmers of > imagination are reason"; "shadow relations in visionary narratives", etc. > part of my mind rebels against what i think of as - i can't find the right > word at this moment. but it's akin to transubstantiation. > > > > at the same time, Richardson's work calls into question the genealogy of > CHAT is that part of its roots are in marxist communism, a theory that > assumes that communism is the way, truth and light for the organization of > human activities. Wertsch demonstrates this quite clearly in his research > in Estonia, in which Estonians being educated within the russian hegemony > of soviet history, learned the language structures to be repeated as a kind > of catechism in order to do well at school, all the while learning cultural > "truths" at home about Estonian history. (it is of the greatest irony that > within the three baltic nations that now russians are utilizing the > language structure of victimhood, all the while denying the history of > russian oppression. but, american history as understood by most americans > has little understanding of american oppression.) > > > > i think that one of our shared cultural practices as academics is that > we want to demonstrate what we do know, and become deeply hesitant to > discuss areas in which we're pretty ignorant. this is my take on why from > my point of view it's been so difficult to tackle Richardson's primary > argument - which is that historically, our practices as americans has been > the eradication of Indigenous epistemologies, though we're perfectly happy > to display their cultural artifacts in our museums. > > > > i would think that those of you from any part of the world that's been > colonized even if your roots are those of the colonizers should be able to > recognize. > > > > and, in the immortal words of Eugene, "What do you think?" > > > > phillip > > > > Phillip White, PhD > > Urban Community Teacher Education Program > > School of Education & Human Development > > University of Colorado Denver > > phillip.white@ucdenver.edu > > ________________________________________ > > From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On > Behalf Of mike cole [lchcmike@gmail.com] > > Sent: Sunday, July 22, 2012 10:15 AM > > To: eXtended Mind, Culture,Activity > > Subject: [xmca] Taking culture into account/Doing harm? > > > > The attached article has been hanging around my desktop for some time > now. > > It > > is critical of people like myself who had sought ways in ways to assist > > kids from > > non-mainstream cultural communities when they encounter standard > schooling. > > > > At least one of the shoes provided seems to fit. Seems worth reflecting > on > > the critique > > as a whole. > > > > Anyone interested? > > > > mike > > __________________________________________ > > _____ > > xmca mailing list > > xmca@weber.ucsd.edu > > http://dss.ucsd.edu/mailman/listinfo/xmca > > > > > > -- > ------------------------------------------------------------------------ > *Andy Blunden* > Joint Editor MCA: http://www.tandfonline.com/toc/hmca20/18/1 > Home Page: http://home.mira.net/~andy/ > Book: http://www.brill.nl/concepts > __________________________________________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca