Postscript

Opening scene: 1943. The NYS Industrial Commissioner registers an IBEW apprenticeship program.

Situs: after ORLD 5815,
tacking towards PD-DL#5,
applying references.

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  1. We remain within Gramsci’s organic crisis.
  2. A significant part of our Chapter express resistance towards picking up digital tools for their craft. This is not a bad thing, it is an expression of biopower.
  3. Circling these two points, a vector: having uncovered new shared meanings in consultative situations, next year’s manifest should retrace this year’s plots: 6 more chapter Digital Literacy PD workshops.

Teaching under DOL, not DOE, authority, every time I dock near the island where Roar-ee lurks and growls among the schist, I become more conscious of Block 1975 assumptions. Standards, in my learning community, relate back to trade secrets, which protected workers from pauperhood from Tudor times to the Industrial Revolution. IBEW Local 3 recently published a “Code.” A code, not standards, and only applicable to Local 3 in NYC of the IBEW. This makes any PD training for us problematic, because of Gramsci’s “organic crisis.” Compared to DOE hegenomies, where standards are assumed,

a gap is revealed:

DOL education is more likely "plugged out"
than at DOE schools.

This is not to say DOL courses lack technological prowess, indeed, apprentices master more technology skills than students in many “academic” classes, just as Luddites honed their ICT skills better than the tittle-tattlers Pitt’s Home Office paid. Both in fact are more proficient with technology than dominant hegenomies.

“Trade mysteries” date back centuries to the guilds, and then back to ancient times. This tradition of knowledge/power is easy to see, even for DOE educators. But I think it’s likely that academic intellectuals rarely consider Gramsci’s “organic crisis” when designing DL PD for workforce instructors.

Part of praxis means being willing to accept you realize you are standing on even more sand after an iteration of critical analysis. After many years of it,
I am tuned to a guiding resonance:

Leading my Digital Literacy PD workshops will always be problematic:
among our UFT-CWE members,
achieving digital literacy necessitates an even deeper consideration:
how ought we mediate our learning expressions
via technology,
the same problem that the Luddites experienced when they broke the mills.

My DL-PDs are but pieces of a bigger puzzle:
how to digitize apprenticeship traditions?


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