Digital Introspection Within Learning-on-my-Own Rhetoric Among Computer Gamers

In activity theory, most studies have focused on examining learning centered around interactions with peers or mentors; but the personal learning frame centered on externalization of internal activity is yet to be fully examined. I performed an ethnographic study of a computer-mediated form of such self-teaching activity in the electronic sport game StarCraft. I found that expert players relied significantly on digitally-mediated introspection—self-examination and critique of personal practices mediated by digital archives—to reveal psychological contradictions which become new objects of learning. I argue that psychological contradiction is a useful concept for examining self-teaching activities within computerized environments.     

Reinterpreting learning difficulty: a professional and personal challenge?

I want to explore in this article the ways in which people with a learning difficulty are constructed in a number of ways as disabled, as limited, as being special, and so on. Constructions can also be utilised for different purposes – to ensure that they have effective levels of support and to elevate the status of people with a learning difficulty. Positive constructs may articulate an ‘accentuation of the positive’ as Goodley and Armstrong prescribed. However, whilst I agree with this sentiment, one echoed in Swain and French’s important formulation of an affirmative model of disability, and one that I have also espoused, professionally I also feel that my experience of working with people with learning difficulties makes me suspicious of generalised statements about people, even those deemed positive. This may be especially true in a period of financial rationalisation, where such constructs may seem inevitable in the fight for effective support for people with a learning difficulty.     

Participation Structures as a Mediational Means: Learning Balinese Gamelan in the United States Through Intent Participation,Mediated Discourse,and Distributed Cognition

Participation has presented a complex unit of analysis for interactional sociolinguistics. In this study I add another dimension to participation by considering recent theories related to sociocultural activity theory—mediated discourse analysis and distributed cognition. Drawing on examples from maguru panggul, the traditional pedagogy of Balinese Gamelan music, I argue that participation structures are a mediational means that enable students to augment their learning. Focusing on two participation structures that involve keen observation and listening-in, I also consider how intent participation is a part of these participation structures and maguru panggul pedagogy. What emerges is an understanding of how participation structures used as mediational means can have an effect on the division of cognitive labor within a classroom.     

A (not so) simple dialogue activity

ABSTRACT

This article explores the research on peer-to-peer dialogue in higher education, including the innovative practice of intergroup dialogue and other practices such as nonviolent communication and contemplative listening. I then describe an activity I do with my community college students, in a context where lack of time and other resources do not allow a more resource-intensive dialogue practice. I ask them to experience dialogue with several free, easily available resources, including nonviolent communication, contemplative practice, and public radio podcasts from On Being, then have a conversation outside of class in which they mostly practice deeply listening to someone with different political beliefs than they have. They may make a brief attempt at dialogue or nonviolent communication. I discuss how my activity may accomplish some of the goals of intergroup dialogue and be useful where students are learning about diversity and inequality across social divides, including in social work education and sustainability education. I nest this activity in a course that involves some contemplative practice, to explore how both sustainability education and the social justice component of social work may benefit from contemplative practice. Finally, I detail some other resources about hope and despair that support this activity.     

Analyzing Children's Learning and Development in Everyday Settings from a Cultural-Historical Wholeness Approach

The main point in this article is to conceptualise how demands connected to children's life conditions influence both children and caregivers. To pursue this aim I advocate an extension of Vygotsky's cultural-historical theory of children's learning and development. Vygotsky pursued a wholeness approach to children's development with his concept of “the child's social situation of development” as the child's dialectic experiential and motivational relation with his or her surrounding. This conception I extend with the concepts of institutional practice and activity setting. The conditions for children's activities are the institutional practice and its activity settings. But a child's activities in these settings also has to be seen from the child's perspective, that is, his or her motive orientation. To focus on the child's motive within an activity setting—requires the researcher to focus on the child's social situation of development to discern how the dialectic between the child's orientation within an activity setting and the demands from the setting and other persons influence the child's activities within the child's zone of proximal development.     

Capability,freedom and profound disability

It has been suggested that capability theory is well suited to assess egalitarian principles of justice as these apply to people with learning difficulties and disabilities. The purpose of this paper is to explore how extensive that assistance is in respect of people whose difficulties are multiple and profound. I am concerned with one aspect of capability theory in particular; namely, the place accorded to the concept and value of freedom. I argue that capability theory exaggerates the importance of freedom as a basic value for egalitarian evaluation.     

Evaluating development programs: building joint activity

There has been an increasing plea for a participatory approach to development programs. It is argued that for programs to be sustainable, they need to be conceptualized, negotiated and run by all stakeholders jointly. Concurrent with this trend, there has been an increasing demand for program evaluation strategies, which encompass an evaluation of the nature and level of participation of the different stakeholders in the program. This paper proposes a theoretical framework for such evaluation and subsequently provides a practical illustration. Engeström's notions of ‘activity system’ and ‘learning by expanding’, are proposed as a framework for the evaluation of participation and an action evaluation methodology is suggested as the practical tool within such framework. The paper presents a case study of a conservation education program in Africa, which operationalizes the proposed theoretical framework.     

‘A more colorful picture of my own vision’: expansive learning in Puerto Rico’s student anti-austerity movement

ABSTRACT

Social movement scholars have long been aware of leadership competition or ‘factionalism’ as one of the mechanisms within the longer process of polarization. As such, competition is often discussed as a harbinger of demobilization, and rarely in the context of movement emergence or growth. In turn, education scholars have examined social movement learning primarily as a cognitive process of identity formation, with rare and oblique references to the literature on movement dynamics. The first phase of the 2010–2011 student strike at the University of Puerto Rico (UPR) is a useful counterintuitive case for re-examining these conventional wisdoms, as existing studies and first-hand accounts suggest a pattern of intimate connections between factional competition and movement learning. In this article, I propose Cultural Historical Activity Theory (CHAT) as an alternative framework for analyzing that sequence. By recasting competition and other movement dynamics as aspects of the internal contradictions of nested activity systems, themselves crucial to the emergent process of expansive learning, CHAT may help bridge the gap between fields and approaches.     

Using the Tool-Kit of Discourse in the Activity of Learning and Teaching

Teaching and learning are largely conducted through talk, yet the relationship between the talk and the activity goals it is intended to achieve is rarely problematized or treated as a matter for conscious choice. In this paper, I describe a tool for the analysis of classroom talk, developed in the context of teacher-researcher collaboration, which draws upon activity theory and systemic linguistics. Three main units of analysis are proposed: episodes of talk, which are the chief interactional means by which actions are operationalized; the sequences from which such episodes are constructed; and, minimally, the moves through which each sequence is negotiated. The concept of mini-genre is then used to distinguish different patterns of sequential organization. In the second part of the paper, I contrast episodes from two different activities, showing how different choices of follow-up moves create significantly different kinds of opportunity for student engagement and learning. In conclusion, I suggest that, by recording and analyzing episodes of talk from their classrooms, teachers can become conscious of the options they select; then, if they see fit, they can, by changing the discursive operations deployed, bring about a change in the activities themselves and so change the nature of the classroom community.     

A fundamental rethink of practice learning in social work education

A common response to the need to place increasing numbers of social work students in field education or practice learning placements has been to broaden the range of organisations in which placements are sought. While this strategy has provided many beneficial learning opportunities for students, it has not been sufficient in tackling ongoing difficulties in locating work-integrated learning opportunities for social work students. We argue that new approaches to finding placement opportunities will require a fundamental rethink as to how student placements are understood. This paper introduces an innovative project which started with a consideration of learning opportunities and built a structure to facilitate these, rather than rely on organisational availability to host students on placements.     

Instruments of trainers' activity: the use of refentials in processes of recognition and validation of prior learning

In Portugal, recognition and validation of prior learning has emerged as an important training practice. Since 2001, it has been possible to obtain an academic certification by valuing learning, regardless of its origin. The current study was conducted with trainers and adults who were involved in processes of recognition, validation and certification of competences (RVCC). This research study, using qualitative research methods, described and tried to develop the comprehension of the use of referentials as instruments of trainers' activity. This analysis focused especially on three aspects: (i) the organization and development of RVCC processes; (ii) trainers' role in these processes; and (iii) the use of a referential as an instrument of activity. The findings suggested that the referential used in these processes mediates trainers' activity, functioning as competences identification guides. After an initial appropriation, trainers reconceptualize the referential by creating their own grids. There is clear variability in the use of this guiding document. Trainers revealed ambivalence towards the autonomy that they have in their work activity. Although they assess the opportunity to individually and freely create their work instruments in a positive way, they also lack a collective support and validation.     

Experimentation and Planning in Community Care

The dominant ideology in services for people with learning disabilities is clearly normalisation, or social role valorisation, as it has recently been termed. The emphasis is on the role that a person has within society. However, in Western society, what seems to be valued is power, individualism, enterprise, wealth, beauty and so on. It is not yet clear how we will be able to help people with learning disabilities to achieve such valued social roles. An alternative may be to consider whether we can design communities which value co-operation, affection and interdependence (rather than independence) and I shall describe first a fictional community which has such ideals, and then a real (albeit small) community, in Mexico, where conditions are arranged such that these ideals may be realised. I will then go on to outline some aspects of the philosophy which underpins these communities and which might be relevant to designing co-operative communities. These include the importance of setting objectives; the valuing of human diversity; the importance of viewing a person as a function of her or his social relations; acknowledging the complexity of human behaviour; and the distinction between rule-governed and contingency-shaped behaviour.     

A Question of Friendship: Community Care and the Relationships of People with Learning Difficulties

There is evidence that a number of people with learning difficulties living in the community do not enjoy a range of satisfactory social relationships. This paper will examine the way that the issue of the apparent loneliness of people with learning difficulties has been approached in the community care literature. I will argue that there is a clear assumption in much of the literature that friendships between disabled and non-disabled people are of greater value than those relationships between disabled people. The low value accorded to friendships between disabled people is very damaging to their individual self-esteem, as well as to the possibility of political action based on a sense of solidarity. The paper will point also to the constraints that many people with learning difficulties face which render it difficult for them to form friendships and, therefore, reinforce their isolation.     

Much Ado About Nothing?

We can only welcome the discourse that has been initiated in our professional community with the concept of public sociology in the focus. Undoubtedly, Michael Burawoy has indisputable merits in fuelling this international dialogue. I find, however, that his position and conceptual framework is debatable at several points, therefore my review is on the side of those who criticize his ideas. My paper is divided into three parts: in keeping with the idea that the drop mirrors the ocean, I will start with the detailed critique of a single paragraph—the one which makes comments on his table entitled Types of sociological knowledge. It will be argued that by switching his viewpoints and using vaguely defined notions without empirical evidences he often tackles his subject inconsistently. Secondly, I intend to offer an alternative, three-dimensional conceptual model in which the social scientist’s prestige, influence and position on the action chain is taken into account as the main analytical aspects of the relationship between her/him and the public. Finally, based on this model, I propose to identify some strategies in order to find a better balance between the public and professional activity of social scientists.     

Change and Deeper Change: Transforming Social Work Education

In recent years, the concept of transformation has become more prevalent in the social work literature; however, its use is quite varied. In this article, I attempt to disentangle some of these uses. I then propose a conceptualization of transformation and discuss its relevance for social work education. In this conceptualization, transformation is considered an orientation to learning and knowing rather than about particular content or an end state. I conclude with some ideas about how this conceptualization might be integrated into social work education.     

Lex Cantandi,Lex Credendi: A Content Analysis of Organizational Identity-Constructing Pronouns in Pre- and Post-Vatican II Catholic Hymns

This article asks whether hymns written prior to and following the Second Vatican Council (Vatican II) differ significantly in their use of self- and divine-referential pronouns and answers this question by content analyzing the lyrics of 196 hymns in two different hymnals used in Catholic parishes today. It finds that hymns written post-Vatican II contain significantly more self-referential pronouns as well as an interestingly different mix of divine-referential pronouns than hymns written pre-Vatican II. These findings contribute to our knowledge of how shifts in religious organizations’ identities find expression in liturgical texts, which is important for understanding how the religious identities of individuals and communities are socially constructed over time.     

Shoptalk: Teaching and Learning in an African American Hair Salon

This study examines ways of speaking, performing, and reasoning within an urban, African American hair salon. I argue here that participants within the salon, through participation, collaboration, and negotiation, construct and transmit their understandings of the world within systems of activity. By identifying how members of the community hair salon use cultural resources and institutional technologies, co-construct knowledge, and change and develop through their participation in activity, my aim is to draw a better understanding of how learning takes place outside of the classroom. By identifying the labor-related activities within the hair salon, the participation structures which support these activities, and the socially shared, cultural funds of knowledge, I hope to make visible certain mediating structures that support culturally relevant learning and teaching in the African American community.     

Self-advocacy for People with Learning Difficulties: Does it have a future?

Within such a short-time self-advocacy has become not only fashionable amongst organisations of people with learning difficulties, but also with service providers and non-disabled individuals who have worked in traditional services. The concerns are that self-advocacy has become a process of consulting with users about what they want from services which are usually designed and delivered by non-disabled people. This had led to people recognising and accepting choices that are on offer by non-disabled people. As a consequence an artificial boundary around self-advocacy has been created which has led to people only speaking up about what society is prepared to make available (usually in form of segregated and supervised services) rather than challenging the (lack of) power that people with learning difficulties have in their lives. For people with learning difficulties to gain real change in their personal lives self-advocacy needs to be developed to ensure they not only have the communication skills, but have an appreciation of the importance of changing rules, policies and laws which institutions, local authorities and Governments make to ensure their rights are protected. If they have an appreciation of laws and policies it will result in real change and self-advocacy won't be a tool for service providers. Also, self-advocacy must include speaking up about alternatives to choices being offered, recognising the importance of supporting one another in common areas of concern and to challenge the political system to legislate to provide relevant changes. I have developed a self-advocacy framework model which includes all the elements needed to advocate and achieve permanent change.     

The Perpetual Novice: An Undervalued Resource in the Age of Experts

Several decades after the workplace introduction of computer-based and networked technologies and well over a decade after the introduction of microcomputers into American homes, we witness the emerging phenomenon of the Perpetual Novice: one who has been thoroughly entrenched in this technology for years without having ever lost the edge we associate with beginners. In this article, I look at the general domain of beginners and a path that many take, not toward the goal of expertise as expected by social norms but in the direction of novicehood. Through comparisons of personality, learning traits, and cognitive skills, more similarities than differences may be found between experts and perpetual novices. I thus urge that the perpetual novice be recognized as an equal but separate player whose inclusive sense of relevance about the work at hand can add a new and positive dimension to our computer-based society.     

Reading Activity,Consciousness, Personality Dialectically: Cultural-Historical Activity Theory and the Centrality of Society

Whereas cultural-historical activity theory has proven to be fruitful, providing a framework to those scholars interested in understanding human knowing and learning from a more holistic perspective, essential aspects of the original theory either have not been taken up or have been transformed in the take up. In part, the problems arise from the difficulties of translating Leont'ev—as the work of Marx on which the theory is built—into English, where several originally distinct pairs of (Russian, German) categories and concepts are conflated into one (English). The purpose of this article is to bring into the foreground some of the fundamental aspects of cultural-historical activity theory that have disappeared during translation and uptake into Anglo-Saxon scholarship.