“ third space,” explicitly emphasizingthe role of the physical, as well as socialized, space inwhich people interact.
I have continued to come back to my understanding of third space, and am more and more understanding the need for the brave space that 3rd space has the potential to be
practitioners today are success-fully fusing both points of view within their work
I kept wondering about the meeting of the two - where is the venn diagram (opposed to t-chart)
Transfer tasks
The use of the word 'tasks' gives this a negative connotation, however, can we dismiss this without considering it a piece of "...authenitc perfomance..."
The mind, the individual, and the world withwhich we interact are not natural entities but his-torical and cultural products determined by humanpractices; their meaning – what they ‘are’ – is con-stituted through human activity.
"...historical and cultural products..." I cannot help but think of this matrix like construction of social engagement wherein we all are participating in some kind of 'stuff and things' (for example maybe you are an athletic type of person, and so you group up doing stuff and things with other people) and you decide which group of stuff and things you will participate in; but the important component is that you are participating in constructed situations - games if you will (meta alert) - we create the meaning, and then we participate in the meaning making. Maybe I'm thinking of Heidegger...
nondualis
I'm reminded, here again, of the readings on intersectionality and the reliance on non-binary ways of creating meaning.
volving from Jean Piaget’s (e.g. 1952)genetic epistemology, current versions of this viewhold that people learn through a process in whichtheir existing conceptual knowledge is challengedand transformed through social and physical inter-action with the environment. Although manysocio-cognitive theorists do not explicitly advocatea computer metaphor of mind, their viewpoint isnevertheless a symbolic processing one that positsexistence and transformation of symbolic struc-tures (schemas, concepts) within the mind
I was trained, as an undergraduate student of speech pathology, to utilize Piaget's theoritical framework, when engaging in studies of how children learn, and to encourage teaching practices emphasize these interactive components. Schema focused work, through explicit teaching of and modeling of meta-cognitive, or thinking strategies has been a large part of my work with the student populations that I serve.
learningasasocialundertakingandaccomplishmentshapedbypolitical,cultural,historicalandeconomiccontexts
I am especially interested in this aspect of the class, as we consider intersectionality, and the inability of untangling social systems of oppression - I think solutions may lie in finding where they tangle.