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Ben Bachmair University of Kassel, Germany

Ben Bachmair University of Kassel, Germany

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Ben Bachmair University of Kassel, Germany

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  1. Ben BachmairUniversity of Kassel, Germany Curricular assimilation of conflicting mobile expertises into the school A cases study on students’ lifestyle habitus and mobile use in media convergence

  2. School’s option: Assimilation of *informal learning *mobile expertise *habitus of learning By means of *taking up conversational threads of the students; *docking to the students’ generated contexts as ‘zones of proximal development The socio-cultural complex of mobile devices *Brought mobile devices into everyday life within media convergence; *Reinforces individualization by mobility; *Transforms agency: mobile expertise; *Transforms mass communication: mobile, individualized and convergence contexts Children and young people as students with their agency and their resources within their cultural practices: *informal learning *mobile expertise *habitus of learning

  3. The idea of assimilation: Bringing outside in What happens outside: Cyrill acts (a) against the law and provokes the main stream society, (b) partly on the basis of his socio-cultural lifestyle habitus, (c) with mobile video + internet in media convergence, (d) upon simple mobile and elaborate internet expertise (e) upon a learning habitus, which results from his socio-cultural lifestyle habitus

  4. Conversational options (Laurillard 2007, p. 160) = knotting conversational threads Context options = Docking at user generated contexts as proximal zones of development (Vygotsky 1930, 1934) Quelle: http://www.sinus-sociovision.de/grafik/everyday-life-segmente.jpg, 4. September 2007 Assimilation of the school by

  5. What happened outside? A cultural practice in distance to the school and in opposition to the society’s main stream Cyrill, a German migrant of the 2nd generation, 18 years old. His confiscated video was part of his web performance among other on the media platform myspace.com

  6. Cultural practice outsideCyrill is brought to trail because of a video which shows - among other - the harassment of homeless men and a video with Nazi symbols. Still Images from Cyrill’s mobile video which ‘depicts’ and ‘harasses’ homeless drunk

  7. Cyrill’s Video

  8. Assimilative conversational and contextual option Existing conversational threads • ‘regional cultural values’ = was taken by police, newspaper, law institutions, institutions of social care for homeless • ‘investigation’ of social situations at the edge of the main stream society = Leads to all investigative learning activities e.g geometrical forms and culture of everyday life

  9. Similar to „Field Research“ in Indiranagar, Bangalore Center for Knowledge Societies, CKS (2005): Learning Lab: Inclusive Education using Mobile Devices. Paper presented on the International conference on inclusive design Royal College of Art, London, UK, 5-8 April 2005. Available from http://www.hhc.rca.ac.uk/archive/ hhrc/programmes/include/2005/ proceedings/pdf/soodadityadev.pdf Accessed: February 28th 2008. pp. 26 f., 29

  10. Further conversational threads • ‘professional ’ indicated by the logo in English “Cyril pictures” • ‘Empathy’ between the unsavoury old drunk and Cyrill

  11. Context optionsDocking at user generated contexts as proximal zones of development (Vygotsky 1930, 1934) Context of the peer group of boys in late puberty, during the night, flaneurs looking for cool fun; Occasional contact(s) to a young right wing German male adult; Nazi symbols.

  12. Länderübergreifend: Sinus-Meta-Milieus® http://www.sinus-sociovision.de/grafik/everyday-life-segmente.jpg, 4. Sept. 2007

  13. Cyril has a migrant background within the socio-cultural milieu of a hedonistic subculture (Sinus Sociovision): Self idealisation as an underdog, but better than the silly Germans. To investigate the real German underdogs and to have fun.

  14. Basic milieu (= context) orientation in habitus and developmental termsof the ‘hedonistic-subcultural milieu’ (BC3, escapists) in the migration context (Sinus Sociovision 2007, p. 65) -“on the basis of the experienced social exclusion (self image of being a ‘Kanak’), on the one hand the dream of a rich life in Germany with easy money making, luxury, prestige (‘Kohle scheffeln und Spaß haben’); on the other hand resignation and a defiant (trotzig) ‘underdog’ mentality: being unemployed, without chances, discouraged;

  15. (partly aggressive) distance to the mainstream of society together with not being adjusted – for example, in the outfit, in behaviour and language –, conflicts with authority and authorities (parents, teachers, supervisor, police); on one hand disapproval of demands for integration and achievement, and on the other hand the desire for success, appreciation, a higher income and a better job;

  16. - orientation towards the ‘here and now’, hardly any long term and future planning, uncontrolled spending of money, financial problems, often no perspective for the future (‘Null Bock’), insecurity, being passive.”

  17. The context / zone optionsin terms of lifestyle and living room Reference: „Migranten-Milieus Qualitative Untersuchung der Lebenswelten von Menschen mit Migrationshintergrund in Deutschland. Eine Multi-Client-Studie von Sinus Sociovision. Basisbericht. Heidelberg, Oktober 2007“ Sinus Sociovision GmbH Ezanvillestraße 59 / D-69118 Heidelberg Postfach 251265 / D-69080 Heidelberg HRB 332922 MannheimGeschäftsführer:Dorothea Nowak, Berthold Flaig Telefon: +49 (0) 6221-8089-0 / Telefax: +49 (0) 6221-8089-25 E-mail: sinus@sociovision.de Web: http://www.sinus-sociovision.de

  18. Conversational and developmental context/ zone options on myspace.com

  19. Conversational thread and developmental zone of self images and identity

  20. Conversational thread and context of peers on myspace

  21. eMKa writes about where he grew up: in the neighbourhood of the same city in which also Cyrill lives. There he came in contact with “Hip Hop” by support of his uncle, who danced to “Rumors”. He refers to his favourite song with which he bothered his parents on a tour to the home country Turkey. Later on came his other favourites up: “Kriss Kross with Jump, Vanilla Ice with ice ice baby, Mc Hammer with Cant touch this and Public Enemy”. He also writes that since this time he loves the “Holy black music”, a hobby which gives him an alternative to the daily routines: “to switch off and to come to other thoughts”. To work in the shift operation with piecework payment and to be married are very time-consuming”.

  22. Internet expertise

  23. A boy asks Cyrill as an expert for websites: „CYRILL wie hasT du dich selber als hinTERgruND gemaCHt? Sag mal bitte peace.“ “Cyrill how did you make yourself as background? Say it please peace.”

  24. Context and thread: verbal provocation http://www.linktakas.net/video/95654/Augsburg_-_CYRILL_-_Die_Legende_kehrt_zur%FCck.html, 9_Jan_2008 „Ünlü Videoları Taglar : Augsburg - - - CYRILL - - - Die - Legende - kehrt - zurück – A?iklamasi : Nachdem alle meine Videos aus YouTube gelöscht worden sind, hab ich einen neuen C.Y.R.I.L.L TRAILER erstellt peace xxx porn slut Jenny McCarthy Jim Carrey Playboy MTV uncensored Carmen Electra bunny Brad Pitt tits til death cock bikini msn webcam hack camera porn tape sex paris hilton in jail analita anal lover anal teen tryouts bangbros assparade blowjob for free eat nuts suck dick carmen electra jessica alba fantastic four uncensored tits nipple slip pussy vagina stick show tits ups upskirt Izlenme : 161 Kere Izlendi“

  25. Assimilation by * prolonging conversational threads* docking user generated contexts as zone of proximal development into / at to the school practice In contrast to the abstract I am sure that the old “three dimensions of planning” have to be processed to a coherent model. Old (a) Media features, (b) teacher’s and students’ discourses in the light of the Conversational Model, (c) the leading educational and curricular discourses with their general models.

  26. New model4 parameters for analysis and planning(needs empirical evaluation) (A): Learning set Practice of the school ---- practices of mobile media (B): Relation to the object of learning Mimetic reproduction ---- personal reconstruction (C): Basis of the institutional support for teaching and learning School curriculum ---- personal expertise (D): Media and Modes of representation Discrete (linear; mono medial, mono modal) – convergent