9 Matching Annotations
  1. Oct 2015
    1. kidscouldbemovedaboutinorderly,controlledgroups,coordinatedintofestiveactivities(e.g.Halloweenparties),and,thus,transformedintoelementsofthenewaestheticlandscape.

      Colin and Raquel have both pointed this out already, but I think this line is worth adding to the conversation. The idea of transforming kids so they become "elements of the new aesthetic landscape". I want to make a direct (and maybe uncomfortable) reference here to schools. I think in a very similar way, schools work to mold students so they might become "elements of the school aesthetic". This not only edits some students out who they can't get to conform, but takes agency away from all students in deciding how school might best work for them.

    1. thin the season, the boys participated intensely in apprenticeship with an expert (

      Would Becker be a good citation here? Would Becker agree with this statement?

    1. The facilitation ap-proachcreated opportunities for youth to participate in a variety of leadershiptasks. Youth participants routinely initiated the meetings, explained the agenda,and helped keep the group on task.

      This seems to reflect Becker's discussion of evaluation in apprenticeships and work settings - progress is made as the learner is ready and success is immediately observable. Practice and evaluation occurs repeatedly and practically, includes human relations too

    1. In schools organi-zed in assembly-line instruction, children often use intent participation to learn toengage in or resist the authority relations and the lesson format of the assembly-linestructure itself

      Connection with Becker - assembly line instruction teaches students what they need to learn to be the cogs in the machine, not necessarily the content the teacher is trying to teach.

  2. Sep 2015
    1. The environment provides myriad personal choices, withoutany teachers forcing learners to do something unappealing, without curricular constraints

      Connecting to the idea of a "safe space" in Social Justice, museums are a safe space for learning - supportive and nonjudgemental

      Reminds me of Becker's discussion on low-risk testing and evaluations

    1. tries to help the drinker see herself as an alcoholic if she is ''ready.'' [Members] claim that telling their own sto-ries to other alcoholics, and thus helping other alco-holics to achieve sobriety, is an important part of maintaining their own sobriety. [At the same time] telling a personal story, especially at a speaker's meet-ing or on a Twelfth Step call, signals membership be-cause this "is the time that they [members] feel that they belong enough to 'carry the message'.''

      This reminded me of Becker's discussion of evaluations in apprenticeships: learners be evaluated repeatedly as they are ready, and that progress is immediately observable (pp. 99-101). It also relates to the larger discussion of the mentor/teacher's role in learning, that they cannot learn for the learner, it is up to the learner to be successful.

    2. Stories do not just describe a life in a learned genre, but are tools for reinterpreting the past, and understanding the self in terms of the A. A. iden-tity.

      Thinking of stories like this made me think back to Becker's provocative use of the word "myth." By using the word he located schools within the long tradition of mythology and storytelling. Essentially, mythology can be understood as just a tool to interpret the past and make sense of the present. Mythology isn't dead or static but is still a really radical tool if used to reinterpret and reconceptualize learning and schools and their relationships - which is what Lave and Wenger are attempting to do with LPP.

    3. (In fact, the two quartermaster chiefs with whom I worked most closely said they pre-ferred to get their trainees as able-bodied seamen with-out any prior training in the rate. They said this saved them the trouble of having to break the trainees of bad habits acquired in school.

      Made me think of: "The curriculum necessarily differs substantially from what competent practitioners of the skill or art in question know how to do"

    4. Where there is high volume] a division of labor among a relatively large number of workers increases efficiency. . . . In this situation, not only apprentices but journeymen, too, seldom learn the full range of tasks once proper to their trade

      This is similar to Becker...a tradesman may not become a master but it doesn't mean he's not a worker in the trade. Lave and Wagner stress mastery as a goal.