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These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
Larry - your analysis fits with my understanding of agency, engagement and identity. as Lave points out, these attributes do emerge out of participation within activities - also, while i have my own goals for the classroom, these goals are not necessarily shared by the other participants within the classroom - one point: you wrote - "What the Fleer/Hedegaard article points out is how the REGULATORY FUNCTION of socially situated institutional practices constrains [and affords] particular developmental pathways. What I want to add is the construct of ENGAGEMENT [as a movement or tension of RESPONSE and WITHDRAWAL] and how institutional structures REGULATE this function of engagement [or disengagement] " i'm not so sure that Andrew is being confronted by "socially situated institutional practices" as what i understand to be socially situated practices operationalized by the classroom teacher(s). the classroom teacher(s), i would think, had other ways of responding to Andrew. phillip Phillip White, PhD University of Colorado Denver School of Education phillip.white@ucdenver.edu _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca