Pub Date : 2020-09-22DOI: 10.1080/10508406.2020.1807349
José W. Meléndez
ABSTRACT Background The author discusses an in-depth study of the participatory budgeting process in Chicago’s 49th Ward (PB49), a deliberative democratic process in which all residents and ideas were positioned as equal, relying on rational arguments to make decisions about municipal funding allocations. The study documented collective decision-making practices as they related specifically to predominantly Spanish-speaking Latino immigrants. Methods Utilizing an expanded cultural-historical activity theory interventionist framework, the study examined two iterations of the PB49 process. The author combines two discourse analysis methods to identify participants’ learning over time and events, beyond the individual level. Findings The study identified moments of systemic contradictions that either challenged or supported the inclusion and engagement of Latino participants in the PB49 process. The findings revealed the double-bind of diversifying participation in the PB49 process. Contribution The study shows that expansive learning comprises two distinct levels—collective and system-level learning—though it can occur collectively without materializing at the system level. The study reports on the lasting impact of resolving the double-bind of the PB49 process through the creation of a new activity structure/intervention—a Spanish-Language Committee—designed to support the agentic participation of Latino participants, which became evident through Latino participants’ claims-making abilities.
{"title":"Latino immigrants in civil society: Addressing the double-bind of participation for expansive learning in participatory budgeting","authors":"José W. Meléndez","doi":"10.1080/10508406.2020.1807349","DOIUrl":"https://doi.org/10.1080/10508406.2020.1807349","url":null,"abstract":"ABSTRACT Background The author discusses an in-depth study of the participatory budgeting process in Chicago’s 49th Ward (PB49), a deliberative democratic process in which all residents and ideas were positioned as equal, relying on rational arguments to make decisions about municipal funding allocations. The study documented collective decision-making practices as they related specifically to predominantly Spanish-speaking Latino immigrants. Methods Utilizing an expanded cultural-historical activity theory interventionist framework, the study examined two iterations of the PB49 process. The author combines two discourse analysis methods to identify participants’ learning over time and events, beyond the individual level. Findings The study identified moments of systemic contradictions that either challenged or supported the inclusion and engagement of Latino participants in the PB49 process. The findings revealed the double-bind of diversifying participation in the PB49 process. Contribution The study shows that expansive learning comprises two distinct levels—collective and system-level learning—though it can occur collectively without materializing at the system level. The study reports on the lasting impact of resolving the double-bind of the PB49 process through the creation of a new activity structure/intervention—a Spanish-Language Committee—designed to support the agentic participation of Latino participants, which became evident through Latino participants’ claims-making abilities.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"66 1","pages":"76 - 102"},"PeriodicalIF":3.8,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73125167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-22DOI: 10.1080/10508406.2020.1817747
Panchompoo Wisittanawat, M. Gresalfi
ABSTRACT Background Educational video games are increasingly used in classrooms because they can offer meaningful contexts for problem solving. However, educational video games bring together two historically disparate activities: school mathematics and video games. How these two activities complement, compromise, or contradict each other influences how mathematical activity takes shape during game play. Methods This paper offers a case analysis of two students: one who engages with the mathematics as intended by the game and is easily seen as on task, and a second who seems to reject the mathematics as intended by the game and is easily seen as off task. The analysis focuses on how each student’s frame of activity influences their mathematical activity during game play. Findings Findings suggest that, considered from their own frame of activity instead of the frame of the design, both students appear engaged in mathematical sensemaking, albeit in different ways: one as intended by the designer, the other as emerging from game play. Contribution By highlighting potential tensions between these official and unofficial frames, this paper contributes to continued reflections on task designs that incorporate youth culture such as video gaming to make mathematics classrooms more inviting to students.
{"title":"The “tricky business” of genre blending: Tensions between frames of school mathematics and video game play","authors":"Panchompoo Wisittanawat, M. Gresalfi","doi":"10.1080/10508406.2020.1817747","DOIUrl":"https://doi.org/10.1080/10508406.2020.1817747","url":null,"abstract":"ABSTRACT Background Educational video games are increasingly used in classrooms because they can offer meaningful contexts for problem solving. However, educational video games bring together two historically disparate activities: school mathematics and video games. How these two activities complement, compromise, or contradict each other influences how mathematical activity takes shape during game play. Methods This paper offers a case analysis of two students: one who engages with the mathematics as intended by the game and is easily seen as on task, and a second who seems to reject the mathematics as intended by the game and is easily seen as off task. The analysis focuses on how each student’s frame of activity influences their mathematical activity during game play. Findings Findings suggest that, considered from their own frame of activity instead of the frame of the design, both students appear engaged in mathematical sensemaking, albeit in different ways: one as intended by the designer, the other as emerging from game play. Contribution By highlighting potential tensions between these official and unofficial frames, this paper contributes to continued reflections on task designs that incorporate youth culture such as video gaming to make mathematics classrooms more inviting to students.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"115 19","pages":"240 - 278"},"PeriodicalIF":3.8,"publicationDate":"2020-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10508406.2020.1817747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72370680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-03DOI: 10.1080/10508406.2020.1794878
K. Šeďová, J. Navrátilová
ABSTRACT Background This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent. Methods We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students—four high-achieving and four low-achieving. Findings Participation patterns of high-achieving and low-achieving silent students diverge. High-achieving silent students are often called on by the teacher, and they give extended answers to difficult questions. Low-achieving silent students are called on rarely. High-achieving silent students use silence to consolidate their position as exceptionally capable students; low-achieving silent students use it to consolidate their position as less capable. However, it is possible to engage low-achieving silent students if the teacher notices their momentary spontaneous urge to participate and creates space for their voice in the classroom. Contribution The paper focuses on the silent students who are often overlooked in studies on classroom talk. It calls for specific attention paid to low-achieving silent students who are limited in their learning opportunities and thus facing educational disadvantage.
{"title":"Silent students and the patterns of their participation in classroom talk","authors":"K. Šeďová, J. Navrátilová","doi":"10.1080/10508406.2020.1794878","DOIUrl":"https://doi.org/10.1080/10508406.2020.1794878","url":null,"abstract":"ABSTRACT Background This study is concerned with the ways that patterns of student participation in classroom talk are constructed, focusing on silent students who participate in whole-class conversation to a limited extent. Methods We conducted an ethnographic survey in two ninth-grade classes. We made video recordings of the lessons and interviewed the students and teachers. We observed eight focal silent students—four high-achieving and four low-achieving. Findings Participation patterns of high-achieving and low-achieving silent students diverge. High-achieving silent students are often called on by the teacher, and they give extended answers to difficult questions. Low-achieving silent students are called on rarely. High-achieving silent students use silence to consolidate their position as exceptionally capable students; low-achieving silent students use it to consolidate their position as less capable. However, it is possible to engage low-achieving silent students if the teacher notices their momentary spontaneous urge to participate and creates space for their voice in the classroom. Contribution The paper focuses on the silent students who are often overlooked in studies on classroom talk. It calls for specific attention paid to low-achieving silent students who are limited in their learning opportunities and thus facing educational disadvantage.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"22 1","pages":"681 - 716"},"PeriodicalIF":3.8,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90191668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-20DOI: 10.1080/10508406.2020.1783269
Gaowei Chen, Carol K. K. Chan, K. Chan, S. Clarke, L. Resnick
ABSTRACT Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers’ reflections on classroom discourse in video-based PD workshops. Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program using the CDA. Findings The 24 intervention teachers significantly increased their use of productive talk moves in mathematics classrooms relative to the 22 comparison teachers (Cohen’s d = 0.67 to 2.35, p <.05). Moreover, a linear mixed model analysis showed that 882 students of the intervention teachers had significantly higher mathematics achievement scores than the 625 comparison students (Cohen’s d = 0.24, p <.05). The case study showed that CDA’s multiple representations of classroom discourse and interactive, process-oriented visualizations facilitated the teachers’ navigation of classroom video data. Additionally, video and visualizations prompted the teachers to reflect on the data with their peers for evidence-based reasoning and discussion. Contribution This study demonstrates the efficacy of a video-based PD program for increasing classroom discourse and student learning. It also informs the design of visualizations to enrich video-based PD.
虽然专业发展(PD)课程经常使用视频，但视频观看过程中的无关信息会分散教师的注意力。我们开发了一个话语可视化工具，课堂话语分析器(CDA)，以支持教师在基于视频的PD研讨会中对课堂话语的思考。方法:我们采用一项随机对照试验和嵌入式案例研究来检查使用CDA进行为期一年的基于视频的PD计划的效果。结果24名干预教师与22名对照教师相比，在数学课堂上显著增加了生产性谈话动作的使用(Cohen’s d = 0.67 ~ 2.35, p < 0.05)。此外，线性混合模型分析显示，干预教师的882名学生的数学成就得分显著高于对照组的625名学生(Cohen’s d = 0.24, p < 0.05)。案例研究表明，批评性话语分析对课堂话语的多重表征和交互式的、面向过程的可视化，有助于教师对课堂视频数据的导航。此外，视频和可视化促使教师与同行一起反思数据，进行基于证据的推理和讨论。本研究证明了以视频为基础的PD计划对增加课堂话语和学生学习的有效性。它还告知可视化的设计，以丰富基于视频的PD。
{"title":"Efficacy of video-based teacher professional development for increasing classroom discourse and student learning","authors":"Gaowei Chen, Carol K. K. Chan, K. Chan, S. Clarke, L. Resnick","doi":"10.1080/10508406.2020.1783269","DOIUrl":"https://doi.org/10.1080/10508406.2020.1783269","url":null,"abstract":"ABSTRACT Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers’ reflections on classroom discourse in video-based PD workshops. Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program using the CDA. Findings The 24 intervention teachers significantly increased their use of productive talk moves in mathematics classrooms relative to the 22 comparison teachers (Cohen’s d = 0.67 to 2.35, p <.05). Moreover, a linear mixed model analysis showed that 882 students of the intervention teachers had significantly higher mathematics achievement scores than the 625 comparison students (Cohen’s d = 0.24, p <.05). The case study showed that CDA’s multiple representations of classroom discourse and interactive, process-oriented visualizations facilitated the teachers’ navigation of classroom video data. Additionally, video and visualizations prompted the teachers to reflect on the data with their peers for evidence-based reasoning and discussion. Contribution This study demonstrates the efficacy of a video-based PD program for increasing classroom discourse and student learning. It also informs the design of visualizations to enrich video-based PD.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"66 1","pages":"642 - 680"},"PeriodicalIF":3.8,"publicationDate":"2020-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75045547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/10508406.2020.1770092
Betty Tärning, Y. Lee, Richard Andersson, Kristian Månsson, Agneta Gulz, Magnus Haake
ABSTRACT Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper’s aim is to illuminate at what stages students provided with such feedback drop out of feedback processing. Methods: In our model, students can drop out at any of five stages of feedback processing: (1) noticing, (2) decoding, (3) making sense, (4) acting upon, and (5) using feedback to make progress. Eye-tracking was used to measure noticing and decoding of feedback. Behavioral data-logging tracked students’ use of feedback and potential progress. Three feedback signaling conditions were experimentally compared: a pedagogical agent, an animated arrow, and no signaling (control condition). Findings: Students dropped out at each stage and few made it past the final stage. The agent condition led to significantly less feedback neglect at the two first stages, suggesting that students who are not initially inclined to notice and read feedback text can be influenced into doing so. Contribution: The study provides a model and method to build more fine-grained knowledge of students’ (non)processing of feedback. More knowledge on at what stages students drop out and why can inform methods to counteract drop out and scaffold more productive and fruitful responses.
{"title":"Assessing the black box of feedback neglect in a digital educational game for elementary school","authors":"Betty Tärning, Y. Lee, Richard Andersson, Kristian Månsson, Agneta Gulz, Magnus Haake","doi":"10.1080/10508406.2020.1770092","DOIUrl":"https://doi.org/10.1080/10508406.2020.1770092","url":null,"abstract":"ABSTRACT Background: Previous research shows that critical constructive feedback, that scaffolds students to improve on tasks, often remains untapped. The paper’s aim is to illuminate at what stages students provided with such feedback drop out of feedback processing. Methods: In our model, students can drop out at any of five stages of feedback processing: (1) noticing, (2) decoding, (3) making sense, (4) acting upon, and (5) using feedback to make progress. Eye-tracking was used to measure noticing and decoding of feedback. Behavioral data-logging tracked students’ use of feedback and potential progress. Three feedback signaling conditions were experimentally compared: a pedagogical agent, an animated arrow, and no signaling (control condition). Findings: Students dropped out at each stage and few made it past the final stage. The agent condition led to significantly less feedback neglect at the two first stages, suggesting that students who are not initially inclined to notice and read feedback text can be influenced into doing so. Contribution: The study provides a model and method to build more fine-grained knowledge of students’ (non)processing of feedback. More knowledge on at what stages students drop out and why can inform methods to counteract drop out and scaffold more productive and fruitful responses.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"511 - 549"},"PeriodicalIF":3.8,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83604371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-16DOI: 10.1080/10508406.2020.1770762
Scott A. Pattison, Ivel Gontan, Smirla Ramos-Montañez, Todd P. Shagott, Melanie Francisco, L. Dierking
ABSTRACT Background: STEM identity has emerged as an important research topic and a predictor of how youth engage with STEM inside and outside of school. Although there is a growing body of literature in this area, less work has been done specific to engineering, especially in out-of-school learning contexts. Methods: To address this need, we conducted a qualitative investigation of five adolescent youth participating in a four-month afterschool engineering program. The study focused on how participants negotiated engineering-related identities through ongoing interactions with activities, peers, and adults, and the patterns of identity negotiation that emerged across program sessions. Findings: Through the investigation, we developed an Identity-Frame Model, positing that identity negotiation is an ongoing process of performance and definition work by an individual and recognition and positioning work by other adults and peers that creates emergent, context-specific identities and activity frames that are made particularly salient during critical identity moments. We also categorized model elements that appeared to be specific to engineering, such as situated identities and activity frames related to failure, collaboration, and competition. Contribution: The study advances the understanding of identity negotiation related to engineering and provides a new framework for investigating situated identity in informal STEM learning contexts.
{"title":"The identity-frame model: A framework to describe situated identity negotiation for adolescent youth participating in an informal engineering education program","authors":"Scott A. Pattison, Ivel Gontan, Smirla Ramos-Montañez, Todd P. Shagott, Melanie Francisco, L. Dierking","doi":"10.1080/10508406.2020.1770762","DOIUrl":"https://doi.org/10.1080/10508406.2020.1770762","url":null,"abstract":"ABSTRACT Background: STEM identity has emerged as an important research topic and a predictor of how youth engage with STEM inside and outside of school. Although there is a growing body of literature in this area, less work has been done specific to engineering, especially in out-of-school learning contexts. Methods: To address this need, we conducted a qualitative investigation of five adolescent youth participating in a four-month afterschool engineering program. The study focused on how participants negotiated engineering-related identities through ongoing interactions with activities, peers, and adults, and the patterns of identity negotiation that emerged across program sessions. Findings: Through the investigation, we developed an Identity-Frame Model, positing that identity negotiation is an ongoing process of performance and definition work by an individual and recognition and positioning work by other adults and peers that creates emergent, context-specific identities and activity frames that are made particularly salient during critical identity moments. We also categorized model elements that appeared to be specific to engineering, such as situated identities and activity frames related to failure, collaboration, and competition. Contribution: The study advances the understanding of identity negotiation related to engineering and provides a new framework for investigating situated identity in informal STEM learning contexts.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"132 1","pages":"550 - 597"},"PeriodicalIF":3.8,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75020019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-16DOI: 10.1080/10508406.2020.1770763
Colin Hennessy Elliott
ABSTRACT Background: Scholars have analyzed the possibilities that robotics-centered learning programs offer, including opportunities for developing collaboratively and engaging in authentic STEM professional practice. This work adds a sociopolitical perspective, explicating a case of a newcomer to a robotics team that elucidates the nuances of in-the-moment social positioning and its enduring impact on youth’s participation in afterschool STEM learning environments. Methods: Through interaction analysis of three episodes and ethnographic perspectives, participants’ contributions to social interaction are analyzed as chronotopes, or spacetime representations, to understand how Denisse’s, a young Black and Latinx woman, role as the driver of the team’s robot at competitions is collaboratively crafted, building on the feminist tradition of positioning theory. Findings: My analysis shows that Denisse is both empowered, through co-production of future decision-making in practice, and disempowered, through the rejection of non-present spacetime storylines at the competition. Further, notions of expertise and ownership are brought to bear on interactions, together with racialized and gendered narratives across the negotiations of the role of the driver to limit Denisse’s local social power. Contribution: This story shares how representation is not enough for educational justice for minoritized youth and informs how STEM education communities must take on the task, together.
{"title":"“Run it through me:” Positioning, power, and learning on a high school robotics team","authors":"Colin Hennessy Elliott","doi":"10.1080/10508406.2020.1770763","DOIUrl":"https://doi.org/10.1080/10508406.2020.1770763","url":null,"abstract":"ABSTRACT Background: Scholars have analyzed the possibilities that robotics-centered learning programs offer, including opportunities for developing collaboratively and engaging in authentic STEM professional practice. This work adds a sociopolitical perspective, explicating a case of a newcomer to a robotics team that elucidates the nuances of in-the-moment social positioning and its enduring impact on youth’s participation in afterschool STEM learning environments. Methods: Through interaction analysis of three episodes and ethnographic perspectives, participants’ contributions to social interaction are analyzed as chronotopes, or spacetime representations, to understand how Denisse’s, a young Black and Latinx woman, role as the driver of the team’s robot at competitions is collaboratively crafted, building on the feminist tradition of positioning theory. Findings: My analysis shows that Denisse is both empowered, through co-production of future decision-making in practice, and disempowered, through the rejection of non-present spacetime storylines at the competition. Further, notions of expertise and ownership are brought to bear on interactions, together with racialized and gendered narratives across the negotiations of the role of the driver to limit Denisse’s local social power. Contribution: This story shares how representation is not enough for educational justice for minoritized youth and informs how STEM education communities must take on the task, together.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"19 1","pages":"598 - 641"},"PeriodicalIF":3.8,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86621949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-10DOI: 10.1080/10508406.2020.1768098
Josephine H. Pham, T. Philip
ABSTRACT Background: Social movement scholarship tends to focus on macro-level processes of movement emergence, overlooking the day-to-day groundwork of marginalized social movement actors who contribute to and sustain large-scale action. Contributing to this gap in literature, we develop the construct of “pedagogies of organizing” to illuminate the micro-level dimensions through which social movements for educational justice emerge. Methods: Drawing on audio/video recordings, field notes, and artifacts as data, we examine the micro-interactional processes through which a teacher of Color, as union organizer, facilitates common cause and identity among teachers, students, and working people as social movement actors in the 2019 Los Angeles teacher strike. Findings: Our analysis details how broad-based social movements and teacher union’s organizing strategies influenced his practices. Guided by ethnic studies and third world feminism, this teacher simultaneously engaged multiple contexts—sometimes at tension with one another—to (re)create organizing strategies that sustained collective action and (re)centered anti-racist intersectional visions of educational justice. Contribution: We argue that this teacher’s culminating practices concurrently re-shaped and re-imagined present and future education reform efforts, and discuss how expansive possibilities of educational justice within a neoliberal context are embodied by teacher-activists of Color who critically and innovatively enact everyday organizing practices.
{"title":"Shifting education reform towards anti-racist and intersectional visions of justice: A study of pedagogies of organizing by a teacher of Color","authors":"Josephine H. Pham, T. Philip","doi":"10.1080/10508406.2020.1768098","DOIUrl":"https://doi.org/10.1080/10508406.2020.1768098","url":null,"abstract":"ABSTRACT Background: Social movement scholarship tends to focus on macro-level processes of movement emergence, overlooking the day-to-day groundwork of marginalized social movement actors who contribute to and sustain large-scale action. Contributing to this gap in literature, we develop the construct of “pedagogies of organizing” to illuminate the micro-level dimensions through which social movements for educational justice emerge. Methods: Drawing on audio/video recordings, field notes, and artifacts as data, we examine the micro-interactional processes through which a teacher of Color, as union organizer, facilitates common cause and identity among teachers, students, and working people as social movement actors in the 2019 Los Angeles teacher strike. Findings: Our analysis details how broad-based social movements and teacher union’s organizing strategies influenced his practices. Guided by ethnic studies and third world feminism, this teacher simultaneously engaged multiple contexts—sometimes at tension with one another—to (re)create organizing strategies that sustained collective action and (re)centered anti-racist intersectional visions of educational justice. Contribution: We argue that this teacher’s culminating practices concurrently re-shaped and re-imagined present and future education reform efforts, and discuss how expansive possibilities of educational justice within a neoliberal context are embodied by teacher-activists of Color who critically and innovatively enact everyday organizing practices.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"2 1","pages":"27 - 51"},"PeriodicalIF":3.8,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85413384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-26DOI: 10.1080/10508406.2020.1759605
Ruth Boelens, Bram De Wever, S. McKenney
ABSTRACT Background This case reports on a teacher education course that aimed to support adult learners with a vocational education background to accomplish open-ended tasks. Conjecture mapping was used to identify the most salient design features, and to test if, how, and why these course features supported learners. Methods: Inspired by ethnographic approaches, sustained engagement and multiple data sources were used to explain the effects of the course design on participants’ behavior and perceptions: student and teacher interviews, observations, and artifacts. Findings: The results reveal that almost all of the proposed design features stimulated the participants toward the intended enactment processes, which in turn yielded the intended learning outcomes. For instance, worked examples (i.e., design feature) not only engendered the production of artifacts that meet high standards (i.e., enactment process) because they clarify the task requirements, but also fostered a safe structure (i.e., enactment process) by providing an overall picture of the task. Contribution: The conjecture map resulting from this study provides a theoretical frame to describe, explain, and predict how specific course design features support vocationally educated adult learners (VEAL) in open-ended tasks, and assists those who aim to implement open-ended tasks in similar contexts.
{"title":"Conjecture mapping to support vocationally educated adult learners in open-ended tasks","authors":"Ruth Boelens, Bram De Wever, S. McKenney","doi":"10.1080/10508406.2020.1759605","DOIUrl":"https://doi.org/10.1080/10508406.2020.1759605","url":null,"abstract":"ABSTRACT Background This case reports on a teacher education course that aimed to support adult learners with a vocational education background to accomplish open-ended tasks. Conjecture mapping was used to identify the most salient design features, and to test if, how, and why these course features supported learners. Methods: Inspired by ethnographic approaches, sustained engagement and multiple data sources were used to explain the effects of the course design on participants’ behavior and perceptions: student and teacher interviews, observations, and artifacts. Findings: The results reveal that almost all of the proposed design features stimulated the participants toward the intended enactment processes, which in turn yielded the intended learning outcomes. For instance, worked examples (i.e., design feature) not only engendered the production of artifacts that meet high standards (i.e., enactment process) because they clarify the task requirements, but also fostered a safe structure (i.e., enactment process) by providing an overall picture of the task. Contribution: The conjecture map resulting from this study provides a theoretical frame to describe, explain, and predict how specific course design features support vocationally educated adult learners (VEAL) in open-ended tasks, and assists those who aim to implement open-ended tasks in similar contexts.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"37 1","pages":"430 - 470"},"PeriodicalIF":3.8,"publicationDate":"2020-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77340399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-19DOI: 10.1080/10508406.2020.1749633
D. Greenberg, Angela Calabrese Barton, Edna Tan, L. Archer
ABSTRACT Background: This paper explores traditional iterations of, and new challenges to, the tightly linked discourses of entrepreneurship and innovation within the maker movement. Methods: In a yearlong critical ethnographic study with 12 youth makers, we investigated how youth engaged with and redefined entrepreneurialism through their identity work as justice-oriented, community makers. Findings: Examining youth experiences of entering their making designs into a regional youth Entrepreneurial Faire, we found that the dominant cultures of making and entrepreneurialism at the Faire presented limited opportunities for equitable participation in either. However, youth makers’ community justice-oriented efforts disrupted relationships of power among youth, adults, STEM-rich making, and society. Their critical youth approach argued for a new vision for entrepreneurialism/entrepreneurship. Youth reconfigured a critical maker-entrepreneurialism through practices multidimensionally grounded in a) re-humanizing making and b) building community. Their public discourses highlighted what this effort could produce for community justice and community well-being. Their critical reconfiguration actions revealed and challenged inequitable values and practices driven by inherent White, male, middle-class bias and neoliberalism. Contribution: Youth efforts call for a re-imagination and new recognition of what counts as participation, expertise, and success in both making and entrepreneurialism. We discuss implications for a more socially just entrepreneurialism.
{"title":"Redefining entrepreneurialism in the maker movement: A critical youth approach","authors":"D. Greenberg, Angela Calabrese Barton, Edna Tan, L. Archer","doi":"10.1080/10508406.2020.1749633","DOIUrl":"https://doi.org/10.1080/10508406.2020.1749633","url":null,"abstract":"ABSTRACT Background: This paper explores traditional iterations of, and new challenges to, the tightly linked discourses of entrepreneurship and innovation within the maker movement. Methods: In a yearlong critical ethnographic study with 12 youth makers, we investigated how youth engaged with and redefined entrepreneurialism through their identity work as justice-oriented, community makers. Findings: Examining youth experiences of entering their making designs into a regional youth Entrepreneurial Faire, we found that the dominant cultures of making and entrepreneurialism at the Faire presented limited opportunities for equitable participation in either. However, youth makers’ community justice-oriented efforts disrupted relationships of power among youth, adults, STEM-rich making, and society. Their critical youth approach argued for a new vision for entrepreneurialism/entrepreneurship. Youth reconfigured a critical maker-entrepreneurialism through practices multidimensionally grounded in a) re-humanizing making and b) building community. Their public discourses highlighted what this effort could produce for community justice and community well-being. Their critical reconfiguration actions revealed and challenged inequitable values and practices driven by inherent White, male, middle-class bias and neoliberalism. Contribution: Youth efforts call for a re-imagination and new recognition of what counts as participation, expertise, and success in both making and entrepreneurialism. We discuss implications for a more socially just entrepreneurialism.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"6 1","pages":"471 - 510"},"PeriodicalIF":3.8,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89108074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：