Transcript Ben Bachmair University of Kassel, Germany

Ben Bachmair
University 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
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
School’s option:
Children
and
young people as
students
with
their agency and
their
resources
within
their
cultural practices:
*informal learning
*mobile expertise
*habitus of learning
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 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
Assimilation of the school by
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.sinussociovision.de/grafik/everyday-lifesegmente.jpg, 4. September 2007
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
Cultural practice outside
Cyrill 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
Cyrill’s Video
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
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
Further conversational threads
- ‘professional ’ indicated by the logo
in English “Cyril pictures”
- ‘Empathy’ between the unsavoury
old drunk and Cyrill
Context options
Docking 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.
Länderübergreifend:
Sinus-Meta-Milieus®
http://www.sinus-sociovision.de/grafik/everyday-lifesegmente.jpg, 4. Sept. 2007
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.
Basic milieu (= context) orientation
in habitus and developmental terms
of 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;
- (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;
- 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.”
The context / zone options
in 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 Mannheim
Geschäftsführer:
Dorothea Nowak, Berthold Flaig
Telefon: +49 (0) 6221-8089-0 / Telefax: +49 (0) 6221-8089-25
E-mail: [email protected]
Web: http://www.sinus-sociovision.de
Conversational and developmental
context/ zone options on myspace.com
Conversational thread
and developmental zone
of self images and identity
Conversational thread and context of
peers on myspace
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”.
Internet expertise
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.”
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
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Izlenme : 161 Kere Izlendi“
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.
New model
4 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