Through me the afflatus surging and surging . . . . through me the current and index.

Whatever goes to the tilth of me it shall be you,
You my rich blood, your milky stream pale strippings of my life;
Breast that presses against other breasts it shall be you,
My brain it shall be your occult convolutions,
Root of washed sweet-flag, timorous pond-snipe, nest of guarded duplicate eggs, it shall be you,
Mixed tussled hay of head and beard and brawn it shall be you,
Trickling sap of maple, fibre of manly wheat, it shall be you;
Sun so generous it shall be you,
Vapors lighting and shading my face it shall be you,
You sweaty brooks and dews it shall be you,
Winds whose soft-tickling genitals rub against me it shall be you,
Broad muscular fields, branches of liveoak, loving lounger in my winding paths, it shall be you,
Hand I have taken, face I have kissed, mortal I have ever touched, it shall be you.

I hear the trained soprano . . . . she convulses me like the climax of my love-grip;
The orchestra whirls me wider than Uranus flies,
It wrenches unnamable ardors from my breast,
It throbs me to gulps of the farthest down horror,
It sails me . . . . I dab with bare feet . . . . they are licked by indolent waves,
I am exposed . . . . cut by bitter and poisoned hail,
Steeped amid honeyed morphine . . . . my windpipe squeezed in the fakes of death,
Let up again to feel the puzzle of puzzles,
And that we call Being.

Performing "I Sing the Body Electric" in the 1980 film, Fame.

Performing "I Sing the Body Electric" in the 1980 film, Fame.

Leaves of Grass

Dolphin  Books, Doubleday & Company, Inc
Garden City, New York
“…a reprint of the first edition, published in Brooklyn, New York, in 1855. The text is a faithful copy of the original, and has not been edited or abridged in any way. The typography and design…have been altered, however, to meet the requirements of [now, post-]modern production methods.”
Quotations (in sequence) from pages 55, 56, 59, and liner notes before the title page.

Promises & Perils of Dialogic Pedagogy

Promises and Perils of Dialogic Pedagogy

It certainly wasn’t boring.

At least not after the slow start! But maybe the start wasn’t actually that slow . . . here I am re-thinking the beginning after the end.

We did not rush back from lunch, so the first set of presentations did not begin on time. Actually, time boundary-keeping was broken earlier, when Eugene and Ana asked James and me to say something during the opening/welcome talk about our action research project. We wanted to keep it brief. I did not think to record the time we actually took nor how long beyond the time allotted in the schedule, but it seems likely that we were already over time before we had practically begun.

Prelude

Prelude

Lunch was leisurely yet animated. I was twice called over to the other table in the aftermath of a so-called problematic moment, not to mention finding myself in wild debate with an Israeli over the title of a conference that I am attending in May. We were late getting back to the conference venue – how late past the scheduled start I have no idea. Did the first presenter go way over his designated time? I held up until the third or fourth presentation and then I could not remain alert. I don’t think I actually fell asleep, just dozed but still – enough to feel a little embarrassed.

Tweet activity was okay – we had active tweeters right away and some persisted throughout. You can watch a video of the Tidepool visualization of tweet activity from the first 36 hours of the conference here: #Bakhtin tweets in Tidepool.  Also, you might be interested to know that, at the very end of the conference, @nafoolah tweets from far outside-the-room: “does this hashtag come from nothing to help in my studying about Mikhail Bakhtin” and @antoesp shares Cresswell and Hawn (2012), with dual hashtags for #bakhtin and #epistemology.

Transformation

Two tweets on the same topic, posted simultaneously.

Two tweets on the same topic, posted simultaneously.

Thankfully the energy shifted during the last presentation of Day 1 when Ana presented her struggle to maintain balance within the tension of being drawn, simultaneously, to two opposed chronotopes: sticking with the standard curriculum or shifting to the Live Event. Her presentation generated the first simultaneous tweets, as well as the first animated Question and Answer period of the conference. Then we were off to dinner. Did anyone sense conflict percolating around the edges, in the hallways, offline? I was unaware.

The First Tsunami was covert

Neither my colleague, who discovered a theory of problematic moments, nor myself recognized the possible problematic moment when it occurred during the second day’s first session. I rejected the idea when it was first presented to me, but once past my initial gut reaction I had to admit that I had felt an emptiness open up, a silence deep enough that wonder regarding what would happen next began to grow. Perhaps I sensed others’ emotions begin to fill the void….but the facilitator re-covered the breach for us; we all went along with her move. I forgot about it. At break however, a participant and one of the organizers approached me with the claim that they had caused a problematic moment.

Pinpointing a possible problematic moment

Pinpointing a possible problematic moment

I rejected this instantly because James and I are pretty sure group-level problematic moments cannot be caused by individual action. This theoretically-descriptive aspect, combined with my previous experiences with problematic moments, led to my out-of-hand rejection. But Kathy was persistent, and her language described my embodied perception perfectly, a silence after a silence. Nearly 24 hours later, when we were able to ask conference participants about their experience of/in that moment, many of the participants who had been present were not able to distinguish the second silence from the first: either they sensed one stable pause; noticed no pause; noticed but deemed it unremarkable, perhaps cultural but nothing more); or was already experiencing an encompassing state-of-being which consumed the distinctiveness all particular moments during that timespan. Such nuances of intrapersonal response detail incredible subtleties of simultaneity and are a significant finding of this action research project.

Control: Fight or Flight?

Based on everything we learned afterward (and, may I just say, we learned a helluva lot!), I can imagine that the instigators of the planned disruption might not have felt the shift from the first to the second silence because they were enjoying the carnivalesque pleasure of rebellion. As it happened, the presenter quickly picked a possible response and pursued it. And, as noted above, none of the rest of us intervened in the tension between pursuing/resuming a standard chronotope or shifting to the chronotope of engaging with Here-and-Now live events. During an interview, the presenter explained, with a touch of regret, that she had not acted as usual in that kind of situation because the group had not yet established a communal sensibility.

Normally we would have captured the PM on video and been able to show it back to the group for interrogation, but unexpected requests for copies of presentations had thrown us for a loop. We missed recording a few presentations while grappling to absorb the ramifications of distributing copies of video obtained under conditions of informed consent. Without the PM to replay, we were left with only the principals’ reports of their respective experiences of the moment. These proved insufficient inspiration for a collective exploration of whether or not a PM had occurred. Instead, we found ourselves in a swirl of debate trying to teach the relevance of differences between interpersonal (individual) and group-level dynamics. In retrospect, we realized that it would have been helpful to articulate the theoretical frameworks that guide our analytical gaze and generation of hypotheses.

Norming: Academic, not Innovative

Probably it could not have been any other way. Despite the encouragement we took from pre-conference email communication describing, for instance, how “Our mini-Bakhtinian conference is not the same as every other conference you have attended,” the rituals of social interaction were not significantly affected. The change in form, “that we don’t have parallel sessions, but the whole conference takes place in only one track” may not have implied as much willingness to explore the stages of group development as we optimistically interpreted. After the possible problematic moment, James and I became absorbed with preparing for our scheduled workshop slot: we were generating hypotheses about the possible problematic moment and imagining how to design the session in order to maximize engagement with the data. As far as I can recall, the presentations continued along the rest of Day 2. Presumedly most of the conference participants again enjoyed a meal together; we huddled in our hotel room, parsing video and strategizing how best to maximize the learning opportunity.

Performing?

For this first blog entry (the project proposal specified two or three), I’m working from memory and also trying to cast as wide and broad an overview as I can, while remaining tight on the emergent data that we selected for qualitative analysis. The foursome who appeared to give the first presentation on Day 3 had not been previously present; from my point-of-view they caught a huge thrust of energy as the group initiated a Q&A only a few minutes into their presentation. I was quite impressed with how they handled the feedback, apparently unruffled they took it all down and hung in there for the rest of the morning (but that’s all). It seemed that conference participants who had remained since the start were hitting stride. Then came our workshop and it proceeded as if grudgingly. Although no carnivalesque actions were performed, two of the small groups overtly chose not to conduct the structured “now what” task but instead opted to talk about something else that they wanted to talk about with each other. We left to debrief and, upon return some 90 minutes later, were informed that we had missed a(nother possible) problematic moment.

The Second (possible) Problematic Moment was Overt

A conference participant who had left remains in conversation via Twitter

A conference participant who had left remains in conversation via Twitter

We were not there and did not leave the camcorder running, so we have paltry data to work with. Eugene told me they have faced such disagreement before, that it has to do with (according to some) “application,” and (according to him), “implication” regarding his dialogic pedagogy philosophy (?) of teaching. Yifat said, “Oh you really missed something,” and James was told that there was a din, an outburst of many talking at the same time. It sure sounds like a group-level event. I mused about it on twitter, getting responses from Eugene and also Mara – who had been able to attend (along with several others) only the first two days of the conference.

Transition

"love" was tweeted at least 16 times in 30 minutes

"love" was tweeted at least 16 times in 30 minutes

We were only able to stay for the first presentation of the last, fourth day of the conference.  It would be cool if some quantitative analyst would run the tweet data (as captured in Tidepool tweet counts) and correlate word frequency with the topics of each workshop. As with the National Science Foundation tweet data (Idiographic Case #1) from their Workshop on Transformative Research, the tweets that Tidepool captures represent only a partial perspective on the conference-as-a-whole. For what it’s worth, the word with the highest count within the time boundary of a single presentation was brought to us by Jayne.

with Evangelina Holvino and James Cumming of Chaos Management, LTD

Expanding Conversations about Social Justice in Education: Exploring Possibilities and Tensions
2nd Forum of the Social Justice in Education Initiative
University of Massachusetts Amherst
April 20, 2012

Our poster presents a summary of our thinking applying the concept of simultaneity to help students and teachers bring their multiple selves to enhance the learning task. Holvino’s theory of simultaneity (2010) views identities as multiple, interacting and continuously shaped by the simultaneous organizational and societal processes of race, gender, class, sexuality, ethnicity and nation, among other social differences.

Having multiple selves means learning how to accept the resulting ambiguities and contradictions in learning together. It means that interactions are frequently marked by something we call “problematic moments.” These are rich sites for understanding how people are impeded or enabled to enact simultaneity. They are also moments when an intervention has the most potential for engaging justly with differences, changing the conversation and its outcomes. We will explore how to enhance such outcomes.

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