Citation Context

... learners as "masters" of practice, must be supplemented by several other components (see Cazden, 1992). Beyond mastery in practice, an efficacious pedagogy must seek critical understanding or cultural understanding in two different senses. Critical in the phrase "critical understanding" means conscious awareness and control over the intra-systematic relations of a system. Immersion, notoriously, does not lead to this. For instance, children who have acquired a first language through immersion in the practices of their communities do not thereby, in virtue of that fact, become good linguists. Vygotsky (1978, 1987), who certainly supported collaboration in practice as a foundation of learning, argued also that certain forms of Overt Instruction were needed to supplement immersion (acquisition) if we wanted learners to gain conscious awareness and control of what they acquired. There is another sense of "critical," as in the ability to critique a system and its relations to other systems on the basis of the workings of power, politics, ideology, and values (Fairclough, 1992b). In this sense, people become aware of, and are able to articulate, the cultural locatedness of practices. Unfortunately, n...

Citation Context

...the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the development of po...

Citation Context

...Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, network...

Citation Context

...r access to wealth, power, and symbols of recognition is increasingly articulated through the discourse of identity and recognition (Kalantzis, 1995). Schooling in general and literacy teaching in particular were a central part of the old order. The expanding, interventionary states of the nineteenth and twentieth centuries used schooling as a way of standardizing national languages. In the Old World, this meant imposing national standards over dialect differences. In the New World, it meant assimilating immigrants and indigenous peoples to the standardized "proper" language of the colonizer (Anderson, 1983; Dewey, 1916/1966; Gellner, 1983; Kalantzis & Cope, 1993a). Just as global geopolitics have shifted, so has the role of schools fundamentally shifted. Cultural and linguistic diversity are now central and critical issues. As a result, the meaning of literacy pedagogy has changed. Local diversity and global connectedness mean not only that there can be no standard; they also mean that the most important skill students need to learn is to negotiate regional, ethnic, or class-based dialects; variations in register that occur according to social context; hybrid cross-cultural discourses; the code...

Citation Context

...ur existence: our working lives, our public lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learni...

Citation Context

...he world of learners' Designed and Designing experiences; Overt Instruction through which students shape for themselves an explicit metalanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decont...

Citation Context

...ated machinery; "user-friendly" interfaces operate with more subtle levels of cultural embeddedness than interfaces based on abstract commands. But much of the change is also the result of the new social relationships of work. Whereas the old Fordist organization depended upon clear, precise, and formal systems of command, such as written memos and the supervisor's orders, effective teamwork depends to a much greater extent on informal, oral, and interpersonal discourse. This informality also translates into hybrid and interpersonally sensitive informal written forms, such as electronic mail (Sproull & Kiesler, 1991). These examples of revolutionary changes in technology and the nature of organizations have produced a new language of work. They are all reasons why literacy pedagogy has to change if it is to be relevant to the new demands of working life, if it is to provide all students with access to fulfilling employment. But fast capitalism is also a nightmare. Corporate cultures and their discourses of familiarity are more subtly and more rigorously exclusive than the most nasty - honestly nasty - of hierarchies. Replication of corporate culture demands assimilation to mainstream norms that only reall...

Citation Context

...ree realms of our existence: our working lives, our public lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), ...

Citation Context

...o emphasize that, in designing texts and interactions, people always draw on systems of sociolinguistic practice as well as - 14 - grammatical systems. These may not be as clearly or rigidly structured as the word "system" suggests, but there are nevertheless always some conventional points of orientation when we act semiotically. Available Designs also include another element: the linguistic and discoursal experience of those involved in Designing, in which one moment of Designing is continuous with and a continuation of particular histories. We can refer to this as the intertextual context (Fairclough, 1989), which links the text being designed to one or more series ("chains") of past texts. • Designing The process of shaping emergent meaning involves re-presentation and recontextualization. This is never simply a repetition of Available Designs. Every moment of meaning involves the transformation of the available resources of meaning. Reading, seeing, and listening are all instances of Designing. According to Halliday (1978), a deep organizing principle in the grammars of human languages is the distinction among macrofunctions of language, which are the different functions of Available Designs: ...

Citation Context

...bols of recognition is increasingly articulated through the discourse of identity and recognition (Kalantzis, 1995). Schooling in general and literacy teaching in particular were a central part of the old order. The expanding, interventionary states of the nineteenth and twentieth centuries used schooling as a way of standardizing national languages. In the Old World, this meant imposing national standards over dialect differences. In the New World, it meant assimilating immigrants and indigenous peoples to the standardized "proper" language of the colonizer (Anderson, 1983; Dewey, 1916/1966; Gellner, 1983; Kalantzis & Cope, 1993a). Just as global geopolitics have shifted, so has the role of schools fundamentally shifted. Cultural and linguistic diversity are now central and critical issues. As a result, the meaning of literacy pedagogy has changed. Local diversity and global connectedness mean not only that there can be no standard; they also mean that the most important skill students need to learn is to negotiate regional, ethnic, or class-based dialects; variations in register that occur according to social context; hybrid cross-cultural discourses; the code switching often to be found with...

Citation Context

..., 1992a, 1995). That which determines (Available Designs) and the active process of determining (Designing, which creates The Redesigned) are constantly in tension. This theory fits in well with the view of social life and social subjects in fast-changing and culturally diverse societies, which we described earlier. • Available Designs Available Designs - the resources for Design - include the "grammars" of various semiotic systems: the grammars of languages, and the grammars of other semiotic systems such as film, photography, or gesture. Available Designs also include "orders of discourse" (Fairclough, 1995). An order of discourse is the structured set of conventions associated with semiotic activity (including use of language) in a given social space - a particular society, or a particular institution such as a school or a workplace, or more loosely structured spaces of ordinary life encapsulated in the notion of different lifeworlds. An order of discourse is a socially produced array of discourses, intermeshing and dynamically interacting. It is a particular configuration of Design elements. An order of discourse can be seen as a particular configuration of such elements. It may include a mixtu...

Citation Context

...gration of four factors: Situated Practice based on the world of learners' Designed and Designing experiences; Overt Instruction through which students shape for themselves an explicit metalanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digit...

Citation Context

...as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the development of postFordism or fast capitalism, more and more workplaces are opting for a flattened hierarchy. Commitment, responsibility, and motivation are won by developing a workplace culture in which the members of an organization identify with its vision, miss...

Citation Context

...se involved in Designing, in which one moment of Designing is continuous with and a continuation of particular histories. We can refer to this as the intertextual context (Fairclough, 1989), which links the text being designed to one or more series ("chains") of past texts. • Designing The process of shaping emergent meaning involves re-presentation and recontextualization. This is never simply a repetition of Available Designs. Every moment of meaning involves the transformation of the available resources of meaning. Reading, seeing, and listening are all instances of Designing. According to Halliday (1978), a deep organizing principle in the grammars of human languages is the distinction among macrofunctions of language, which are the different functions of Available Designs: ideational, interpersonal, and textual functions. These functions produce distinctive expressions of meaning. The ideational function handles the "knowledge," and the interpersonal function handles the "social relations." As for orders of discourse, the generative interrelation of discourses in a social context, their constituent genres can be partly characterized in terms of the particular social relations and subject pos...

Citation Context

...and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988;...

Citation Context

...tered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 19...

Citation Context

... & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management...

Citation Context

...ng lives, our public lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"...

Citation Context

...Lifeworlds The languages needed to make meaning are radically changing in three realms of our existence: our working lives, our public lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very f...

Citation Context

...ty, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993...

Citation Context

... based on the world of learners' Designed and Designing experiences; Overt Instruction through which students shape for themselves an explicit metalanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rul...

Citation Context

...certain forms of Overt Instruction were needed to supplement immersion (acquisition) if we wanted learners to gain conscious awareness and control of what they acquired. There is another sense of "critical," as in the ability to critique a system and its relations to other systems on the basis of the workings of power, politics, ideology, and values (Fairclough, 1992b). In this sense, people become aware of, and are able to articulate, the cultural locatedness of practices. Unfortunately, neither immersion in Situated Practices within communities of learners, nor Overt Instruction of the sort Vygotsky (1987) discussed, necessarily gives rise to this sort of critical understanding or cultural understanding. In fact, both immersion and many sorts of Overt Instruction are notorious as socializing agents that can render learners quite uncritical and unconscious of the cultural locatedness of meanings and practices. The four components of pedagogy we propose here do not constitute a linear hierarchy, nor do they represent stages. Rather, they are components that are related in complex ways. Elements of each may occur simultaneously, while at different times one or the other will predominate, and all o...

Citation Context

...ds us to argue that pedagogy is a complex integration of four factors: Situated Practice based on the world of learners' Designed and Designing experiences; Overt Instruction through which students shape for themselves an explicit metalanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) arg...

Citation Context

... which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decontextualized abstractions. Rather, human knowledge, when it is applicable to practice, is primarily situated in sociocultural settings and heavily contextualized in specific know...

Citation Context

...talanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decontextualized abstractions. Rather, human knowledge, when it is applicable to practice, is primarily situated in sociocultural settings and heavily c...

Citation Context

..., and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessme...

Citation Context

...eth century had taken the form of an argument between communism and capitalism. This turned out to be an argument about the role of the state in society, in which the interventionist welfare state was capitalism's compromise position. The argument was won and lost when the Communist Bloc was unable - 8 - to match the escalating cost of the capitalist world's fortifications. The end of the Cold War represents an epochal turning point. Indicative of a new world order is a liberalism that eschews the state. In just a decade or two, this liberalism has prevailed globally almost without exception (Fukuyama, 1992). Those of us who work either in state-funded or privately funded education know what this liberalism looks like. Market logic has become a much bigger part of our lives. In some parts of the world, once strong centralizing and homogenizing states have all but collapsed, and states everywhere are diminished in their roles and responsibilities. This has left space for a new politics of difference. In worst case scenarios - in Los Angeles, Sarajevo, Kabul, Belfast, Beirut - the absence of a working, arbitrating state has left governance in the hands of gangs, bands, paramilitary organizations, a...

Citation Context

...any semiotic activity, including using language to produce or consume texts, as a matter of Design involving three elements: Available Designs, Designing, and The Redesigned. Together these three elements emphasize the fact that meaning-making is an active and dynamic process, and not something governed by static rules. This framework is based upon a particular theory of discourse. It sees semiotic activity as a creative application and combination of conventions (resources - Available Designs) that, in - 13 - the process of Design, transforms at the same time it reproduces these conventions (Fairclough, 1992a, 1995). That which determines (Available Designs) and the active process of determining (Designing, which creates The Redesigned) are constantly in tension. This theory fits in well with the view of social life and social subjects in fast-changing and culturally diverse societies, which we described earlier. • Available Designs Available Designs - the resources for Design - include the "grammars" of various semiotic systems: the grammars of languages, and the grammars of other semiotic systems such as film, photography, or gesture. Available Designs also include "orders of discourse" (Faircl...

Citation Context

...italism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business...

Citation Context

...pical of public health discussion. Grammar needs to be seen as a range of choices one makes in designing communication for specific ends, including greater recruitment of nonverbal features. These choices, however, need to be seen as not just a matter of individual style or intention, but as inherently connected to different discourses with their wider interests and relationships of power. Our suggested metalanguage for analyzing the designs of language is built around a highly selective checklist of features of texts, which experience has shown to be particularly worth attending to (see also Fowler, Hodge, Kress, & Trent, 1979; Fairclough, 1992a). The following table lists some key terms that might be included as a metalanguage of Linguistic Design. Other potentially significant textual features are likely to be alluded to from time to time, but we think that a facility in using the features on the checklist itself constitutes a substantive, if limited, basis for critical language awareness. We will examine two of these now in order to illustrate our notion of Linguistic Design: nominalization and transitivity. Nominalization involves using a phrase to compact a great deal of information, somewhat like the way a tr...

Citation Context

...s put into effect by an array of machinery involving proteins. In many of our academic and Western discourses, we have privileged information and mind over materials, practice, and work. The original claim foregrounds information and code and leaves out, or backgrounds, machinery and work. This foregrounding and backgrounding becomes apparent only when we reframe, when we take the sentence out of its "home" discourse and place it in a wider context. Here, the wider context is actual processes and material practices, not just general statements in a disciplinary theory (the DNA example is from Lewontin, 1991). Through critical framing, learners can gain the necessary personal and theoretical distance from what they have learned, constructively critique it, account for its cultural location, creatively extend and apply it, and eventually innovate on their own, within old communities - 25 - and in new ones. This is the basis for Transformed Practice. It also represents one sort of transfer of learning, and one area where evaluation can begin to assess learners and, primarily, the learning processes in which they have been operating. Transformed Practice It is not enough to be able to articulate one'...

Citation Context

...ve science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the dev...

Citation Context

...ral approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decontextualized abstractions. Rather, human knowledge, when it is applicable to practice, is primarily situated in sociocultural settings and heavily contextualized in specific knowledge domains and practices. Such knowledge is inextricably tied to the ability to recognize and act on patterns of data and experience, a process that is acquired only through experience, since the requisite patterns are often heavily tied and adjusted to context, and are, very often, subtle ...

Citation Context

...pecialist and subcultural discourses. This spells the definitive end of "the public" - that homogeneous imagined community of modern democratic nation states. Yet, as subcultural differences become more significant, we also witness another, somewhat contradictory development - the increasing invasion of private spaces by mass media culture, global commodity culture, and communications and information networks. Childhood cultures are made up of interwoven narratives and commodities that cross TV, toys, fast-food packaging, video games, T-shirts, shoes, bed linen, pencil cases, and lunch boxes (Luke, 1995). Parents find these commodity narratives inexorable, and teachers find their cultural and linguistic messages losing power and relevance as they compete with these global narratives. Just how do we negotiate these invasive global texts? In some senses, the invasion of the mass media and consumerism makes a mockery of the diversity of its media and channels. Despite all the subcultural differentiation of niche markets, not much space is offered in the marketplace of childhood that reflects genuine diversity among children and adolescents. Meanwhile, private lives are being made more public as ...

Citation Context

...blic lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, altern...

Citation Context

...nd Near Futures: Visions for Work, Citizenship, and Lifeworlds The languages needed to make meaning are radically changing in three realms of our existence: our working lives, our public lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990)...

Citation Context

...ognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decontextualized abstractions. Rather, human knowledge, when it is applicable to practice, is primarily situated in sociocultural settings and heavily contextualized in specific knowledge domains and practices. Such knowledge is inextricably tied to the ability to recognize and act on patterns of data and experience, a process that is acquired only through experience, since the requisite patterns are often heavily tied and adjusted to con...

Citation Context

...ate lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of pra...

Citation Context

...uer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the development of postFordism or fast capitalism, more and m...

Citation Context

...& Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the development of postFordism or fast capitalism,...

Citation Context

...any semiotic activity, including using language to produce or consume texts, as a matter of Design involving three elements: Available Designs, Designing, and The Redesigned. Together these three elements emphasize the fact that meaning-making is an active and dynamic process, and not something governed by static rules. This framework is based upon a particular theory of discourse. It sees semiotic activity as a creative application and combination of conventions (resources - Available Designs) that, in - 13 - the process of Design, transforms at the same time it reproduces these conventions (Fairclough, 1992a, 1995). That which determines (Available Designs) and the active process of determining (Designing, which creates The Redesigned) are constantly in tension. This theory fits in well with the view of social life and social subjects in fast-changing and culturally diverse societies, which we described earlier. • Available Designs Available Designs - the resources for Design - include the "grammars" of various semiotic systems: the grammars of languages, and the grammars of other semiotic systems such as film, photography, or gesture. Available Designs also include "orders of discourse" (Faircl...

Citation Context

...tion is increasingly articulated through the discourse of identity and recognition (Kalantzis, 1995). Schooling in general and literacy teaching in particular were a central part of the old order. The expanding, interventionary states of the nineteenth and twentieth centuries used schooling as a way of standardizing national languages. In the Old World, this meant imposing national standards over dialect differences. In the New World, it meant assimilating immigrants and indigenous peoples to the standardized "proper" language of the colonizer (Anderson, 1983; Dewey, 1916/1966; Gellner, 1983; Kalantzis & Cope, 1993a). Just as global geopolitics have shifted, so has the role of schools fundamentally shifted. Cultural and linguistic diversity are now central and critical issues. As a result, the meaning of literacy pedagogy has changed. Local diversity and global connectedness mean not only that there can be no standard; they also mean that the most important skill students need to learn is to negotiate regional, ethnic, or class-based dialects; variations in register that occur according to social context; hybrid cross-cultural discourses; the code switching often to be found within a text among differen...

Citation Context

...ons for Work, Citizenship, and Lifeworlds The languages needed to make meaning are radically changing in three realms of our existence: our working lives, our public lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory use...

Citation Context

...s products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into the...

Citation Context

... Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the development of postFordism or fast capitalism, more and more workplaces are opting for a f...

Citation Context

...production line. Instead, with the development of postFordism or fast capitalism, more and more workplaces are opting for a flattened hierarchy. Commitment, responsibility, and motivation are won by developing a workplace culture in which the members of an organization identify with its vision, mission, and corporate values. The old vertical chains of command are replaced by the horizontal relationships of teamwork. A division of labor into its minute, deskilled components is replaced by "multiskilled," well-rounded workers who are flexible enough to be able to do complex and integrated work (Cope & Kalantzis, 1995). Indeed, in the most advanced of postFordist, fast capitalist workplaces, traditional structures of command and control are being replaced by relationships of pedagogy: mentoring, training, and the learning organization (Senge, 1991). Once divergent, expert, disciplinary knowledges such as pedagogy and management are now becoming closer and closer. This means that, as educators, we have a greater responsibility to consider the implications of what we do in relation to a productive working life. With a new worklife comes a new language. A good deal of this change is the result of new technolog...

Citation Context

...erminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass ...

Citation Context

...erminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass ...

Citation Context

... (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decontextualized abstractions. Rather, human knowledge, when it is applicable to practice, is primarily situated in sociocultural settings and heavily contextualized in specific knowledge domains and practices. Such knowledge is inextricably tied to the ability to recognize and act on patterns of data and experience, a process that is acquired only through experience, since the requisite patterns are often heavily tied and adjusted to context, and are, very often, subtle and complex enough that no one...

Citation Context

...tical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decontextualized abstractions. Rather, human knowledge, when it is applicable to practice, is primarily situated in sociocultural settings and heavily contextualized ...

Citation Context

...s needed to make meaning are radically changing in three realms of our existence: our working lives, our public lives (citizenship), and our private lives (lifeworld). Changing Working Lives We are living through a period of dramatic global economic change, as new business and management theories and practices emerge across the developed world. These theories and practices stress competition and markets centered around change, flexibility, quality, and distinctive niches - not the mass products of the "old" capitalism (Boyett & Conn, 1992; Cross, Feather, & Lynch, 1994; Davidow & Malone 1992; Deal & Jenkins, 1994; Dobyns & Crawford-Mason, 1991; Drucker, 1993; Hammer & Champy, 1993; Ishikawa, 1985; Lipnack & Stamps, 1993; Peters, 1992; Sashkin & Kiser, 1993; Senge, 1991). A whole new terminology crosses and re-crosses the borders between these new business and management discourses, on the one hand, and discourses concerned with education, educational reform, and cognitive science, on the other (Bereiter & Scardamalia, 1993; Bruer, 1993; Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, ...

Citation Context

...sis. Furthermore, the primary purpose of the metalanguage should be to identify and explain differences between texts, and relate these to the contexts of culture and situation in which they seem to work. The metalanguage is not to impose rules, to set standards of correctness, or to privilege certain discourses in order to "empower" students. The metalanguage we are suggesting for analyzing the Design of meaning with respect to orders of discourse includes the key terms "genres" and "discourses," and a number of related concepts such as voices, styles, and probably others (Fairclough, 1992a; Kress, 1990; van Leeuwen, 1993). More informally, we might ask of any Designing, What's the game? and What's the angle? "The game" points us in the direction of purpose, and the notion of genre. Sometimes the game can be specified in terms of a clearly defined and socially labeled genre, like church liturgy; sometimes there is no clear generic category. Semiotic activity and the texts it generates regularly mixes genres (for example, doctor-patient consultations, which are partly like medical examinations and partly like counseling sessions, or even informal conversations). In trying to characterize game...

Citation Context

... communities who can critique what they are learning in terms of historical, cultural, political, ideological, or value-centered relations. And, fifth, there is the question of putting knowledge into action. People may be - 22 - able to articulate their knowledge in words. They could be consciously aware of relationships, and even able to engage in "critique." Yet they might still be incapable of reflexively enacting their knowledge in practice. Thus, Situated Practice, where teachers guide a community of learners as "masters" of practice, must be supplemented by several other components (see Cazden, 1992). Beyond mastery in practice, an efficacious pedagogy must seek critical understanding or cultural understanding in two different senses. Critical in the phrase "critical understanding" means conscious awareness and control over the intra-systematic relations of a system. Immersion, notoriously, does not lead to this. For instance, children who have acquired a first language through immersion in the practices of their communities do not thereby, in virtue of that fact, become good linguists. Vygotsky (1978, 1987), who certainly supported collaboration in practice as a foundation of learning, a...

Citation Context

...r factors: Situated Practice based on the world of learners' Designed and Designing experiences; Overt Instruction through which students shape for themselves an explicit metalanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, ...

Citation Context

...Gardner, 1991; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990). The new management theory uses words that are very familiar to educators, such as knowledge (as in "knowledge worker"), learning (as in "learning organization"), collaboration, alternative assessments, communities of practice, networks, and others (Gee, 1994a). In - 6 - addition, key terms and interests of various postmodern and critical discourses focusing on liberation, the destruction of hierarchies, and the honoring of diversity (Faigley, 1992; Freire, 1968, 1973; Freire & Macedo, 1987; Gee, 1993; Giroux, 1988; Walkerdine, 1986) have found their way into these new business and management discourses (Gee, 1994b). The changing nature of work has been variously called "postFordism" (Piore & Sable, 1984) and "fast capitalism" (Gee, 1994b). PostFordism replaces the old hierarchical command structures epitomized in Henry Ford's development of mass production techniques and represented in caricature by Charlie Chaplin in Modern Times - an image of mindless, repetitive unskilled work on the industrial production line. Instead, with the development of postFordism or fast capitalism, more and more workplaces...

Citation Context

...earners' Designed and Designing experiences; Overt Instruction through which students shape for themselves an explicit metalanguage of Design; Critical Framing, which relates meanings to their social contexts and purposes; and Transformed Practice in which students transfer and re-create Designs of meaning from one context to another. We will briefly develop these themes below. Recent work in cognitive science, social cognition, and sociocultural approaches to language and literacy (Barsalou, 1992; Bereiter & Scardamalia, 1993; Cazden, 1988; Clark, 1993; Gardner, 1991; Gee, 1992; Heath, 1983; Holland, Holyoak, Nisbett, & Thagard, 1986; Lave & Wenger, 1991; Light & Butterworth, 1993; Perkins, 1992; Rogoff, 1990; Scollon & Scollon, 1981; Street, 1984; Wertsch, 1985) argues that if one of our pedagogical goals is a degree of mastery in practice, then immersion in a community of learners engaged in authentic versions of such practice is necessary. We call this Situated Practice. Recent research (Barsalou, 1992; Eiser, 1994; Gee, 1992; Harre & Gillett, 1994; Margolis, 1993; Nolan, 1994) argues that the human mind is not, like a digital computer, a processor of general rules and decontextualized abstractions. Rather, human knowl...

Citation Context

...ion line. Instead, with the development of postFordism or fast capitalism, more and more workplaces are opting for a flattened hierarchy. Commitment, responsibility, and motivation are won by developing a workplace culture in which the members of an organization identify with its vision, mission, and corporate values. The old vertical chains of command are replaced by the horizontal relationships of teamwork. A division of labor into its minute, deskilled components is replaced by "multiskilled," well-rounded workers who are flexible enough to be able to do complex and integrated work (Cope & Kalantzis, 1995). Indeed, in the most advanced of postFordist, fast capitalist workplaces, traditional structures of command and control are being replaced by relationships of pedagogy: mentoring, training, and the learning organization (Senge, 1991). Once divergent, expert, disciplinary knowledges such as pedagogy and management are now becoming closer and closer. This means that, as educators, we have a greater responsibility to consider the implications of what we do in relation to a productive working life. With a new worklife comes a new language. A good deal of this change is the result of new technolog...

Citation Context

...tion is increasingly articulated through the discourse of identity and recognition (Kalantzis, 1995). Schooling in general and literacy teaching in particular were a central part of the old order. The expanding, interventionary states of the nineteenth and twentieth centuries used schooling as a way of standardizing national languages. In the Old World, this meant imposing national standards over dialect differences. In the New World, it meant assimilating immigrants and indigenous peoples to the standardized "proper" language of the colonizer (Anderson, 1983; Dewey, 1916/1966; Gellner, 1983; Kalantzis & Cope, 1993a). Just as global geopolitics have shifted, so has the role of schools fundamentally shifted. Cultural and linguistic diversity are now central and critical issues. As a result, the meaning of literacy pedagogy has changed. Local diversity and global connectedness mean not only that there can be no standard; they also mean that the most important skill students need to learn is to negotiate regional, ethnic, or class-based dialects; variations in register that occur according to social context; hybrid cross-cultural discourses; the code switching often to be found within a text among differen...