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and the content has not been altered or updated since archiving.
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please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Hello all:
The following archived LCHC newsletter written in July of 1982 discusses
much of this "socially situated institutional practices" in the beginning
time of the development of the 5th dimension.
http://lchc.ucsd.edu/Histarch/jl82v4n3.PDF
Here is an excerpt:
I enjoyed the article as well and appreciate any research that provides
insight into how institutional practices can impact the development of a
child. Thank you to the authors for such great work!
eric
"White, Phillip" <Phillip.White@ucdenver.edu>
Sent by: xmca-bounces@weber.ucsd.edu
05/05/2010 01:35 PM
Please respond to "eXtended Mind, Culture, Activity"
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
cc:
Subject: RE: RE: [xmca] Fleer/Hedegaard for discussion
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
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