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These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
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_arttext&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 __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca