Cultural-Historical SIG

Professional Development and Training

at AERA Chicago 2003

”Language in Activity from a Cultural Historical Activity Theory (CHAT) and 21st Century Perspective”

 

 

 

Participants

Table#1 Table#2 Table#3

Gordon Wells                gwells@cats.ucsc.edu

UC Santa Cruz

Vera John Steiner vygotsky@unm.edu

University of New Mexico

Rebecca Brittain              brittainrebecca@hotmail.com

Jim Buell                             jbuell@uiuc.edu

Chenling Chou                   chenling@hawaii.edu

Margaret Curwen             Curwen@usc.edu

Linda Denstaedt               ldenstaedt@ameritech.net

Beth Dorman                     Elizabeth.Dorman@colorado.edu

Liz Hollingworth              liz-hollingworth@uiowa.edu

David Holliway                  Holliway@marshall.edu

Eunyoung Jang                 eun-young.jang@vanderbilt.edu

Teresa Knudsen                tknudsen@mail.ewu.edu

Tom Levine                         tlevine@stanford.edu

Wen Ma                               wenma@acsu.buffalo.edu

Julie Nora                           Julie_Nora@brown.edu

Shira Peterson                   shiramay@hotmail.com

Penny Silvers                      psilvers@barat.edu

 Pennysilvers@avenew.com

Ursula Sorensen                Sorensur@sfcn.org

Lisa Tripp                           ltripp@ucsd.edu

Judith Green                 green@education.ucsb.edu

UC Santa Barbara

Elina Lampert Shepel    ens7@columbia.edu

Columbia University

Ana M. Shane                 anamshane@speakeasy.net

Katherine Barr                  kbarr@basrc.org

Linda Barrett                     teacherspeninc@aol.com

Suzanne Borowicz           SXB@CARE2.com

Donna DeGennaro           ddegennaro@comcast.net

Karen Kuhel                       kkuhel@ufl.edu

Vincent Lebeta                   vincentlebeta@yahoo.com

Yvonne Lefcourt                ylefcour@uiuc.edu

Carmen M. Martinez       Carmen.martinez-roldan@asu.edu

Kimya Moyo                       moyokim@cps-k12.org

Georgia Nemeth                Georgia@georgianemeth.com

Eva Ritter                           evari@citrus.ucr.edu

Beverly Rowls                    bevr_2001@yahoo.com

Ann Ryu                               annryu@socrates.berkeley.edu

Mary Pat Sjostrom           Sjostrom@hawaii.edu

Geordina van de Aalsvoort  aalsvoort@fsw.leidenuniv.nl

Sandra Webb                     swebb@triad.rr.com

Mary Yonkev                      mmy@umich.edu

Jay Lemke                        jaylemke@umich.edu

University of Michigan

Stanton Wortham stantonw@gse.upenn.edu

University of Pennsylvania

Heather Benson             hganek@yahoo.com

Heidi Carlone                     hbcarlon@uncg.edu

Suzanne C. Carothers     scc3@nyu.edu

Natalia Gajdamaschko  nataliag@sfu.ca

Lynn Gatto                          snkebyte@frontiernet.net

Meg Gebhard                     gebhard@educ.umass.edu

Mary Juzwik                      mmjuzwik@facstaff.wisc.edu

Brandon Kyser                  b.kyser@worldnet.att.net

Silvia Wen-Yu Lee            wyl@umich.edu

David Livingston               david@davidlivingston.org

Sandra Toro Martell        storo@u.washington.edu

Cynthia McCallister         Cynthia.mccallister@nyu.edu

Judith Olson                      jk-olson1@wiu.edu

Karen Spector                   kspector@cinci.rr.com

David Eddy Spicer           eddyspda@gse.harvard.edu

James Van Patten jvanpatt@aol.com

Steve Zuiker                       szuiker@coe.uga.edu

 

 

 

Links
Bibliographies

 

News
Participants

  

 

Instructors’ websites & other links

 

Gordon Wells

University of California Santa Cruz


Please feel free to browse my webpage:

http://people.ucsc.edu/~gwells/

 

On it, you will find some of my recent publications.  Also, by clicking on the link in the box 'Additional Resources', you will find links to other useful websites.

 

Jay Lemke

Educational Studies

University of Michigan

 

http://www.umich.edu/~jaylemke

 

Website for students:

http://www-personal.umich.edu/~jaylemke/CHATpage.htm

 

It has links to my work and other sources of information, mainly on sociocultural and social semiotic theory in relation to CHAT and applications to education, including science education.

 

My AERA paper on Identity (CH-SIG business meeting with Dorothy Holland) can be found at:

 

http://www.personal.umich.edu/~jaylemke/papers/Identity/identity_aera_2003.htm

 

 

Ana Marjanovic-Shane

Chestnut Hill College

Program in Applied Technology

Adjunct professor

"Technologically Rich Learning Environments"

A syllabus can be found at:

http://www.sinewy.com/CHC/syllabus.html

 

City of Philadelphia Health Department

Behavioral Health and Mental Retardation Services

Research and Information Management Department

Supervisor for Information on Mental Retardation Services

 

My web page (outdated) is at:

http://www.sinewy.com

There is a link to one of my papers (click on "theory") there

as well as a link to a partial listing of my collection of children's metaphors.

 

Stanton Wortham

University of Pennsylvania

 

Please consult my webpage for an overview of my research and for

descriptions of relevant publications:

 

http://www.gse.upenn.edu/~stantonw

 

 

Vera John Steiner

University of New Mexico

 

For my Vygotsky course readings:

www.unm.edu/~hmahn/vygotsky1.html

 

 

and for my web site which has some of my publications listed:

www.unm.edu/~vygotsky/

 

 

 

Other links:

 

Mind, Culture, and Activity Website

http://lchc.ucsd.edu/MCA/

 

CHAT-related links from the MCA Website (see the links page for more information and more links)

Cultural-Historical Special Interest group of AERA

Center for Activity Theory and Developmental Work Research

International Society for Cultural and Activity Research (ISCAR)

5th D Clearinghouse

The Vygotsky Project

Sociocultural Theory
 

Bibliographies

#1 -- contributed by Jay Lemke

 

By JAY L. LEMKE

 

Talking Science: Language, Learning, and Values. Norwood, NJ: Ablex Publishing. 1990.

 

Textual Politics: Discourse and Social Dynamics. London: Taylor & Francis. 1995.

 

"Emergent Agendas in Collaborative Activity" Paper presented at American Educational Research Association Annual Meeting, San Francisco (April 1995). _Research in Education_, January 1996.  Arlington VA: ERIC Documents Service (ED 386 425), 1996

 

"Across the Scales of Time: Artifacts, Activities, and Meanings in Ecosocial Systems" Mind, Culture, and Activity 7(4): 273-290. 2000.

 

“Becoming the Village: Education across Lives” In G. Wells and G. Claxton, Eds. Learning for Life in the 21st  Century: Sociocultural Perspectives on The Future of Education. London: Blackwell. pp. 34-45. 2002.

 

“Language development and identity: multiple timescales in the social ecology of learning.” In C. Kramsch, Ed. Language Acquisition and Language Socialization. London: Continuum. pp 68 – 87. 2002.

 

 “Discursive technologies and the social organization of meaning.” Folia Linguistica 35 (1-2): 79 -96. 2002.

 

"The Role of Texts in the Technologies of Social Organization." In R. Wodak & G. Weiss, Eds., Theory and Interdisciplinarity in Critical Discourse Analysis. London: Macmillan/Palgrave. 2003.

 

CHAT & Related PERSPECTIVES ON LANGUAGE IN ACTIVITY  (Thanks to Jay Lemke )

 

Bakhtin, M. 1935/1981. Discourse in the novel. In M. Holquist, Ed. The Dialogic Imagination (1981). Austin TX: University of Texas Press.

 

Bhabha, H. 1994. The Location of Culture. New York: Routledge.

 

Bourdieu, P.  1987. Distinction: A Social Critique of the Judgment of Taste. Cambridge, MA: Harvard University Press.

 

Bourdieu, P. 1990. The Logic of Practice. Stanford CA: Stanford University Press.

Gee, J. P. 1992. The Social Mind. New York: Bergin & Garvey.

 

Gee, J. P. 2001. “Identity as an Analytic Lens for Research in Education.” In W.G. Secada, Ed., Review of Research in Education 25 (2000-2001). Washington DC: American Educational Research Association.

 

Halliday, M.A.K. & Martin, J.R. 1993. Writing Science. London: Falmer Press. (U.S.

edition, University of Pittsburgh Press.)

Hasan, R. 1989. The structure of a text. In Halliday, M.A.K. & Hasan, R. Language, Context, and Text. London: Oxford University Press.

Holland, D., Lachicotte, Jr., W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press.

Holling, C.S., Gunderson, L. H., & Peterson, G.D. 2002. “Sustainability and panarchies.” In Gunderson & Holling, Eds., Panarchy: Understanding Transformations in Human and Natural Systems. Washington, DC: Island Press.

 

Latour, B. 1987. Science in action. Cambridge, MA: Harvard University Press.

Latour, B. 1994. On technical mediation. Common Knowledge 3(2): 29-64.

Lave, J. 1988. Cognition in Practice. Cambridge, UK: Cambridge University Press.

Lave, J. & Wenger, E. 1991. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

 

Leontiev, A.N. 1978. Activity, consciousness, and personality. Englewood Cliffs, N.J. : Prentice-Hall

 

Propp, V. 1928. The morphology of the folktale. Austin, TX: University of Texas Press (1968 edition).

 

Roth, W.-M. 1998. Designing communities. Dordrecht, Netherlands: Kluwer Academic Publishing.

 

Vygotsky, L. 1934/1963. Thought and Language. Cambridge, MA: MIT Press. (Translation of the Russian original, published 1934.)

 

Walkerdine, V. 1997. Redefining the subject in situated cognition theory. In D. Kirshner and A. Whitson, Eds., Situated cognition theory: Social, neurological, and semiotic perspectives. Hillsdale, NJ: Erlbaum. Pp. 57-71.

 

 

#2 – contributed by Elena Lampert Shepel

 

Amano, K. (1999)  Improvement of schoolchildren’s reading and writing

ability through the formation of linguistic awareness. In Engestrom,Y., Miettinen, R., & Punamaki, R-L.(1999).Perspectives on activity theory. Cambridge:Cambridge University Press, 19-38.

 

Bakhtin, M.M. (1986). Speech genres and other late essays. Austin, TX 

             University of Texas Press.

 

Bakhurst, D. (1991) Consciousness and revolution in Soviet philosophy:

From the Bolsheviks to Evald Ilyenkov. New York, Cambridge

University Press, 59-86.

 

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA:

 Harvard University Press.

 

Bruner, J. (1983). In search of mind. New York: Harper Colophon.

 

Bruner, J. (1987). Life as narrative. Social Research, 54 (1), 11-32.

 

Cole, M. (1999). Cultural psychology: Some general principles and a

            concrete example. In Engestrom, Y., Miettinen, R., & Punamaki,

            R-L. (1999). Perspectives on activity theory. Cambridge, UK:

            Cambridge University Press, pp.19-38.

 

Cole, M. (1986) The zone of proximal development: where culture and

            cognition create each other. In Wertsh, J.V.(1986). Culture,

communication, and cognition, Cambridge, Cambridge University Press.

 

Cole, M. (1990). Cognitive development and formal schooling:

The evidence from cross-cultural research. In Moll, L.C. (1990) Vygotsky and education: instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press.

 

Davydov, V. (1999). The content and unsolved problems of activity

 theory. In Engestrom, Y., Miettinen, R., & Punamaki, R-L.(1999). Perspectives on activity theory. Cambridge, UK: Cambridge University Press, 19-38.

 

Dewey, J. (1991). How we think. NY: Prometheus Books.

 

Engestrom,Y. (1999). Activity theory and individual and social

            Transformation. In Engestrom, Y., Miettinen, R., & Punamaki, R-

             L. (1999). Perspectives on activity theory. Cambridge, UK: 

             Cambridge University Press, pp.19-38.

 

Hedegaard, M. (1999) Activity theory and history teaching. In

Engestrom,Y.,Miettinen, R., & Punamaki, R-L.(1999). Perspectives on activity theory. Cambridge: Cambridge, University Press, 19-38.

 

Geertz, C. (1973). The interpretation of cultures. Basic Books.

 

Gergen, K.J. (1991). The Saturated Self. Basic Books.

 

Lompscher, J.(1999) Activity formation as an alternative strategy of

instruction. In Engestrom,Y.,Miettinen, R., & Punamaki, R-L.(1999). Perspectives on activity theory. Cambridge: Cambridge University Press, 19-38.

 

Minick, N. (1997)The early history of the Vygotskian school: The

            relationship between mind and activity. In Cole, M., Engestrom, Y.

            & Vasquez, O. (Eds.) (1997) Mind, culture and activity: seminal

            papers from the Laboratory of Comparative Human Cognition,

            New York: Cambridge University Press.

 

Moll, L.C. (1990) Vygotsky and education: instructional implications and

applications of sociohistorical psychology. Cambridge: Cambridge University Press.

 

Panofsky, C., John-Steiner, V. &  Blackwell, P.J. The development of

                        scientific concepts and discourse In Moll, L.C. (1990) Vygotsky

and education: instructional implications and applications of sociohistorical psychology. Cambridge: Cambridge University Press.

 

Vygotsky, L.S. (1999). The Collected Works of L.S. Vygotsky : Scientific Legacy (Cognition and Language, 6), Kluwer Academic Publishers.

 

Zinchenko, V.P. (1986). Vygotsky’s ideas about units for the analysis of

mind. In Wertsh, J.V.(1986). Culture, communication, and cognition,Vygotskian perspectives.Cambridge, Cambridge University Press.

 

Wertch, James V. (1985). Vygotsky and the social formation of mind.

Harvard University Press, Cambridge, Massachusetts and London, England.

 

Wertsch, James V. (1998). Mind as action. New York, Oxford:

Oxford University Press.

 

Wertsch, J.V. and Stone, C.A. (1986) The concept of internalization in

Vygotsky’s account of the genesis of higher mental functions. In Wertsh, J.V.(1986). Culture, communication, and cognition, Cambridge, Cambridge University Press.

 

 


 

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