Cyborg sociopolitical reconfigurations: Designing for speculative fabulation in learning

IF 3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of the Learning Sciences Pub Date : 2023-01-01 DOI:10.1080/10508406.2022.2154159
J. Lizárraga
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引用次数: 1

Abstract

ABSTRACT Background Everyday digital technologies play an important role in mediating human activity that is socio-political and humanizing. The everyday cyborg engages in speculative fabulation that is about fantastical new world-making in times of multiple crises. The work presented in this article builds on previous projects that have examined how everyday cultural practices mediate consequential learning that is transformative for communities of color. Methods Two social design-based studies draw from ethnographic analysis of two teacher education courses as well as two after-school programs focusing on digital fabrication and making and tinkering. Participants included 22 undergraduate pre-service teachers and 10 middle school students from schools in Latinx communities. Findings Collaborative cyborg activity, where expertise is distributed, emerged as pre-service teachers and youth collectively engaged with everyday socio-political issues. This article highlights cyborg sociopolitical technical reconfigurations, where learners assembled ideational and material tools to craft objects of learning activity that went beyond those established by schooling and imagined new possible futures. Contribution Designing learning ecologies for the everyday cyborg, in this case pre-service teachers and non-dominant youth, fosters an engagement with everyday dilemmas in ways that serve as catalysts for further learning and the new world-making of speculative fabulation.
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半机械人社会政治重构:为学习中的推测性虚构而设计
日常数字技术在调解社会政治和人性化的人类活动中发挥着重要作用。日常生活中的半机械人从事的是关于在多重危机时期创造奇妙新世界的投机虚构。本文中介绍的工作建立在以前的项目基础上,这些项目研究了日常文化实践如何介导对有色人种社区具有变革性的后果学习。方法两项基于社会设计的研究借鉴了对两门教师教育课程以及两门专注于数字制造和制作与修补的课后项目的民族志分析。参与者包括来自拉丁裔社区学校的22名本科职前教师和10名中学生。协作式半机械人活动是专业知识分布的地方,出现在职前教师和青年集体参与日常社会政治问题的过程中。本文强调了半机械人的社会政治技术重构,在这种重构中,学习者将概念和物质工具组合在一起,创造出超越学校教育所建立的学习活动对象,并想象出新的可能的未来。为日常的半机械人设计学习生态,在这个例子中是职前教师和非主导青年,促进了对日常困境的参与,这种参与方式作为进一步学习和投机虚构新世界创造的催化剂。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
10.70
自引率
5.30%
发文量
17
期刊介绍: Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.
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