8 Matching Annotations
  1. May 2019
    1. El paisaje es, a la vez, una realidad física y la representación que culturalmente nos hacemos de ella; la fisonomía externa y visible de una determinada porción de la superficie terrestre y la percepción individual y social que genera.

      Los gobiernos locales tienden a desarrollar estrategias para incrementar su oferta, para optimizar su mantenimiento, para mejorar la calidad de su equipamiento así como para potenciar su acceso público. Desde esta perspectiva, diversos interrogantes se disparan sobre su promoción y gestión e instalan una delicada articulación entre demanda y posibilidades efectivas. Qué cambios usted propondría? Saludos cordiales

  2. Nov 2015
    1. All thesepartsarecreatedbyotherWhyvillianswhorentdesigntoolsandthenposttheircreationsat the mall or exchange them at the trading post to cover their costs and to generateadditional income.

      One thing I really like about Whyville is that while this space of course was originally produced by adults (I'm assuming anyway) the kids who use it are able to take control of it and make it their own. This is a lot different than Nespor's take on public spaces. Unlike with filed tirps or other visits to public spaces, the kids aat Whyville have much more fredom to intrepret the space as they please. It seems there are still rules, but the users themselves have much more control here.

    1. At the same time, we believe that engaging with a small group of learn-ers across settings, or studying the learning experiences and encounters of one student across the lifespan, can afford its own kind of interpretive depth.

      Don't you miss any real, open-minded account of the learning in the field trips piece? I mean, a positive view on the 'ups' students could have learned, not just the 'downs'

    2. intellectual work involved in navigating modern borders and their myriad macro- and micro-political manifestations

      This sounds almost as speaking to the mathmoves and the field trips pieces, the navigation of borders in terms of the norms (remember the enforced "ideal participants" in the field trips piece or the instruction to behave like already being in the exhibit in the matmoves piece?)

    3. In this way, researchers can substantively trouble the common dichotomies of home/school and academic/everyday by studying, rather than presuming, points of continu-ity or rupture across social settings.

      This is like music to me. Learning happens everyday, everywhere, and sometimes it is more pleasant, seems more useful, is easier to remember, or any other advantages. But understanding the learning beyond/without those dichotomies, mostly the academic/everyday, could be really helpful to understand in a deeper way pieces as the field trips, mathmoves, or the countermapping.

    4. people are part of multiple activity systems, and that the relations and contradictions that exist between activity systems are central to the analysis of human activity and experience (Engeström, 2009; Gutiérrez & Arzubiaga, 2012). This insight becomes especially important for learning to recognize and meaningfully leverage the multiple activity systems, histories, and experi-ences that are present in a given educational setting, particularly those that may be marginalized or dormant in terms of their potential role in expansive forms of learning

      Here the authors are saying that understanding how cultural context affects learning across sites is critical to understanding how learning is happening.

      This connects with Nespor's (multisited) research on field trips, where the docents did not take any sort of context into account - they just gave over their script the same way they would have for any other group. Nespor described how this was especially problematic for a mostly African American group visiting Monticello, since they completely obfuscated any historical references to slavery.

      Using the kind of framework that Vossoughi & Gutiérrez are advocating for only further underlines Nespor's point that educators need to take into account an understanding of the whole person - including their cultural perspective - otherwise they'll lose interest before walking in the door.

  3. Oct 2015