S-1741Anthropology and

EducationLecture 6: Ways with

Words

S-1741Anthropology and

EducationLecture 6: Ways with

Words July 3th, 2007 July 3th, 2007

AgendaAgenda

Essays Writing center

Minute paper Intro to Heath (CL)

The Piedmont: Textile Mills and times of change

“Getting on” in two communities (independent group work)

Readings Get ready to present Th.

Essays Writing center

Minute paper Intro to Heath (CL)

The Piedmont: Textile Mills and times of change

“Getting on” in two communities (independent group work)

Readings Get ready to present Th.

Writing Center Writing Center

Ethnographic stance: a way of learning with and

about the world

Ethnographic stance: a way of learning with and

about the world1. Concern with “us” and “them”

Subjective, objective, judgmental “Emic” and “etic”

2. Place of practice or activity in the analysis of teaching and learning. Role of ideology, Mead to Heath

3. What is ethnography? Ethics of fieldwork and interpretation. Possible used of ethnographic knowledge

1. Concern with “us” and “them” Subjective, objective, judgmental “Emic” and “etic”

2. Place of practice or activity in the analysis of teaching and learning. Role of ideology, Mead to Heath

3. What is ethnography? Ethics of fieldwork and interpretation. Possible used of ethnographic knowledge

Activity as a “theory of social practise”

Activity as a “theory of social practise”

Goal or Purpose

as such

Level 2. Action: refers to a goal

directed action.

ex. get milk from the cow.

Motives:

ex. " get job

done"

Level 3. Operation: refers

to a particular behaviour

ex. tie the cow's legs

Level 1. Activity: refers to a

system of actions. (like Goffman's

'Frame') ex. work or chore

Nested Goal Structure

Conditions: are not

dictated by goal but by

constraints of

circumstance

Ex: this cow isn't

tame.

Transmission

s

c

a

f

f

o

l

d

i

n

g

one possibility:

Behavior

Goal or Purpose

as such

Level 2. Action: refers to a goal

directed action.

ex. get milk from the cow.

Motives:

ex. " get job

done"

Level 3. Operation: refers

to a particular behaviour

ex. tie the cow's legs

Level 1. Activity: refers to a

system of actions. (like Goffman's

'Frame') ex. work or chore

Nested Goal Structure

Conditions: are not

dictated by goal but by

constraints of

circumstance

Ex: this cow isn't

tame.

Transmission

s

c

a

f

f

o

l

d

i

n

g

one possibility:

Behavior

LPP and WWW as frameworks to both elicit

and analyze your ethnographic project.

LPP and WWW as frameworks to both elicit

and analyze your ethnographic project. Setting/place- make a map (Heath)

Identity (Who is there?) Access (How did they get there?) Contradictions (observed, reported, tacit?)

Setting/place- make a map (Heath) Identity (Who is there?) Access (How did they get there?) Contradictions (observed, reported, tacit?)

BREAKBREAK

Heath Intro (CL) Heath Intro (CL)

Heath (Intro) Heath (Intro)

Language Varieties Colloquial Varieties, oral and literate traditions

Unique features 1.) length of study. 1969-1978 ten years (vs)

average one 2.) depth of engagement is un paralleled 3.) Researcher’s background. 4.) Multisided ethnography. 5.) Innovative: What can we do about it?

Language Varieties Colloquial Varieties, oral and literate traditions

Unique features 1.) length of study. 1969-1978 ten years (vs)

average one 2.) depth of engagement is un paralleled 3.) Researcher’s background. 4.) Multisided ethnography. 5.) Innovative: What can we do about it?

Outline of the BookOutline of the Book

Overall structure of narrative Various authors, different voices ,

especially Townspeople Note importance of footnotes Reflect: Relevance of this type of work

for educators? Reflect: how does it connect to LPP?

Richness of a historically situapted ethnography

Overall structure of narrative Various authors, different voices ,

especially Townspeople Note importance of footnotes Reflect: Relevance of this type of work

for educators? Reflect: how does it connect to LPP?

Richness of a historically situapted ethnography

“Getting on in two Communities”

Groups work

“Getting on in two Communities”

Groups work

THE O/L/C MATRIXMODES AND MEANS OF COMMUNICATION

Primary Orality Literacy “Cybercy”Permanencyof message

Talk vanishes Words on Paper= immutablemobiles

Dynamic environmentsDigital encoding

TransactionalDistance

Face-to-face

Internal Knowledgeof AgentsNatural Intelligence

Type-face

“What you see is what you get”External Representation:

Inter-face

Internal representationKnowledge EnginesArtificial Intelligence

Storage, ofInformationDistributedsystem

Burden on HumanMemory

“frees” human memory Simulates RL (Real life)Affords mixing of SymbolicRepresentations

GrandTheories

The Advent ofLanguage

-> Culture is madepossible

Writing affords the beginningsof Historythen the Printing press sparks theraise of science

-> The Gutenberg Revolution

Cybernetic Artifacts mediateInformation Age EnvironmentsFirst Computers, then the Internet

-> The Information AgeRevolution

THE O/L/C MATRIXMODES AND MEANS OF COMMUNICATION

Primary Orality Literacy “Cybercy”Permanencyof message

Talk vanishes Words on Paper= immutablemobiles

Dynamic environmentsDigital encoding

TransactionalDistance

Face-to-face

Internal Knowledgeof AgentsNatural Intelligence

Type-face

“What you see is what you get”External Representation:

Inter-face

Internal representationKnowledge EnginesArtificial Intelligence

Storage, ofInformationDistributedsystem

Burden on HumanMemory

“frees” human memory Simulates RL (Real life)Affords mixing of SymbolicRepresentations

GrandTheories

The Advent ofLanguage

-> Culture is madepossible

Writing affords the beginningsof Historythen the Printing press sparks theraise of science

-> The Gutenberg Revolution

Cybernetic Artifacts mediateInformation Age EnvironmentsFirst Computers, then the Internet

-> The Information AgeRevolution

Summary (key points) Summary (key points)

Trackton Trackton Roadsville Roadsville

Readings rest of the week Go to website….

Readings rest of the week Go to website….

Heath part 1 Heath part 1 Camden: Intro. Ch 1 and 2 Camden: Intro. Ch 1 and 2

Cazden Book:reflexive analysis of

classroom interaction

Cazden Book:reflexive analysis of

classroom interaction

Sharing Time

Traditional and Non-traditional Lessons

Sharing Time

Traditional and Non-traditional Lessons