Pub Date : 2023-08-22DOI: 10.1080/10508406.2023.2228990
Priyanka Parekh, Joseph L. Polman, Shaun Kane, R. Benjamin Shapiro
ABSTRACT
Background
Natureculture (Fuentes, 2010; Haraway, 2003) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures.
Methods
At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop.
Findings
We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning.
Contribution
Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry.
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Pub Date : 2023-08-01DOI: 10.1080/10508406.2023.2219202
Cindy E. Hmelo-Silver, Brigid Barron, Nathalie Coté, Daniel Hickey, Xiaodong Lin, Mitchell Nathan, Na’ilah Nasir, Kieran O’Mahony, Roy Pea, William Penuel, Jeremy Roschelle, Nora Sabelli, Daniel Schwartz, Diana Sharp, Sashank Varma
Published in Journal of the Learning Sciences (Vol. 32, No. 3, 2023)
发表于《学习科学杂志》（2023年第32卷第3期）
{"title":"The adventures of John Bransford: In memoriam","authors":"Cindy E. Hmelo-Silver, Brigid Barron, Nathalie Coté, Daniel Hickey, Xiaodong Lin, Mitchell Nathan, Na’ilah Nasir, Kieran O’Mahony, Roy Pea, William Penuel, Jeremy Roschelle, Nora Sabelli, Daniel Schwartz, Diana Sharp, Sashank Varma","doi":"10.1080/10508406.2023.2219202","DOIUrl":"https://doi.org/10.1080/10508406.2023.2219202","url":null,"abstract":"Published in Journal of the Learning Sciences (Vol. 32, No. 3, 2023)","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"10 3","pages":""},"PeriodicalIF":3.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71512365","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 : 2023-05-27DOI: 10.1080/10508406.2023.2210138
Dina B. Masri, Tamer G. Amin
ABSTRACT Background The coherence of learners’ pre-instruction conceptions has been debated for some time. Studies on conceptions of force, specifically, have produced very different results in different contexts around the world. In this study, an integrative theoretical framework linking semantic differences across languages to concept learning in childhood is proposed, motivating the hypothesis that language is a population variable that impacts the coherence of young learners’ conceptions of force. Method This study uses the same structured interview developed in a previous study by Ioannides and Vosniadoue but in a new context—the Kingdom of Saudi Arabia—with three groups of elementary school children (7–12 years of age; n = 185): monolingual in Arabic; monolingual in English; and bilingual in Arabic and English. Findings The results support the hypothesis that language impacts the coherence of children’s conceptions of force with Arabic monolinguals exhibiting greater coherence than English monolinguals, and bilingual children exhibiting intermediate coherence. Contribution This paper provides evidence for the effect of semantic differences across languages and the phenomenon of lexical polysemy on the coherence of children’s initial conceptions of force. The relationship between the integrative theoretical framework proposed and other theories of conceptual change and its novel pedagogical implications are discussed.
{"title":"The effect of language on the coherence of children’s conceptions of force","authors":"Dina B. Masri, Tamer G. Amin","doi":"10.1080/10508406.2023.2210138","DOIUrl":"https://doi.org/10.1080/10508406.2023.2210138","url":null,"abstract":"ABSTRACT Background The coherence of learners’ pre-instruction conceptions has been debated for some time. Studies on conceptions of force, specifically, have produced very different results in different contexts around the world. In this study, an integrative theoretical framework linking semantic differences across languages to concept learning in childhood is proposed, motivating the hypothesis that language is a population variable that impacts the coherence of young learners’ conceptions of force. Method This study uses the same structured interview developed in a previous study by Ioannides and Vosniadoue but in a new context—the Kingdom of Saudi Arabia—with three groups of elementary school children (7–12 years of age; n = 185): monolingual in Arabic; monolingual in English; and bilingual in Arabic and English. Findings The results support the hypothesis that language impacts the coherence of children’s conceptions of force with Arabic monolinguals exhibiting greater coherence than English monolinguals, and bilingual children exhibiting intermediate coherence. Contribution This paper provides evidence for the effect of semantic differences across languages and the phenomenon of lexical polysemy on the coherence of children’s initial conceptions of force. The relationship between the integrative theoretical framework proposed and other theories of conceptual change and its novel pedagogical implications are discussed.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"126 1","pages":"376 - 426"},"PeriodicalIF":3.8,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77272227","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 : 2023-05-03DOI: 10.1080/10508406.2023.2185147
Etan Cohen, Yotam Hod, D. Ben-Zvi
ABSTRACT Background The sociocultural turn redefined learning in terms of shifting identities. In recent years, learning scientists have explored the connections between learning and various types of identities, including disciplinary identity, gender, race, and more. In this article we focus on national identity, to understand how it is constructed and how it might be made more inclusive through learning. Methods Drawing on sociolinguistics and discourse analysis methods, we present a telling case study aimed at elucidating previously obscure theoretical relations by providing a rich and detailed account of a single student whose national identity shifted over the course of a school year. Findings Our analysis shows how Joshua, a 9th grade secular Jewish-Israeli student, constructed his national identity. Joshua’s identity developed across three stages, which were marked by a shift from an essentialist disposition to a constructionist one and by an increasing sense of belonging. Contribution We highlight a connection between learners’ views on the continuum between essentialism and constructionism and their degree of belongingness. Our findings suggest that a constructionist approach to identity can translate into a greater sense of belonging and help ameliorate some cases of social marginalization.
{"title":"From “Carrier” to “Creator”: The re-construction of national identity in more inclusive terms","authors":"Etan Cohen, Yotam Hod, D. Ben-Zvi","doi":"10.1080/10508406.2023.2185147","DOIUrl":"https://doi.org/10.1080/10508406.2023.2185147","url":null,"abstract":"ABSTRACT Background The sociocultural turn redefined learning in terms of shifting identities. In recent years, learning scientists have explored the connections between learning and various types of identities, including disciplinary identity, gender, race, and more. In this article we focus on national identity, to understand how it is constructed and how it might be made more inclusive through learning. Methods Drawing on sociolinguistics and discourse analysis methods, we present a telling case study aimed at elucidating previously obscure theoretical relations by providing a rich and detailed account of a single student whose national identity shifted over the course of a school year. Findings Our analysis shows how Joshua, a 9th grade secular Jewish-Israeli student, constructed his national identity. Joshua’s identity developed across three stages, which were marked by a shift from an essentialist disposition to a constructionist one and by an increasing sense of belonging. Contribution We highlight a connection between learners’ views on the continuum between essentialism and constructionism and their degree of belongingness. Our findings suggest that a constructionist approach to identity can translate into a greater sense of belonging and help ameliorate some cases of social marginalization.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"12 1","pages":"427 - 454"},"PeriodicalIF":3.8,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81701819","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 : 2023-03-23DOI: 10.1080/10508406.2023.2185148
Jaeseo Lim, Jooyong Park
ABSTRACT Background Academic learning in higher education requires diverse activities such as reading, reviewing, and discussion. However, there are relatively few studies on the effect of the combination of these activities on learning outcomes. In this study, we investigated the combination of self-study and discussions at a selective Korean university. Methods The present study compared the two-part instructional sequence of three groups: watching a video lecture (LD) and self-study (SD) groups, both followed by student-led discussions, and reviewing after watching a video lecture (LR) group. We compared test results using verbatim, paraphrased, and transfer items. We also carried out in-depth analyses of dialogs in the discussions. Findings In three separate experiments, we found that the discussion groups scored significantly higher than the review group. Moreover, the SD group performed better than the LD group of the two discussion groups. Analyses of dialogue suggest that self-study elicited more active and productive content from the students than lectures, leading to superior performance. Contribution Our results indicate that self-study can significantly enhance the learning effect of discussions.
{"title":"Self-study enhances the learning effect of discussions","authors":"Jaeseo Lim, Jooyong Park","doi":"10.1080/10508406.2023.2185148","DOIUrl":"https://doi.org/10.1080/10508406.2023.2185148","url":null,"abstract":"ABSTRACT Background Academic learning in higher education requires diverse activities such as reading, reviewing, and discussion. However, there are relatively few studies on the effect of the combination of these activities on learning outcomes. In this study, we investigated the combination of self-study and discussions at a selective Korean university. Methods The present study compared the two-part instructional sequence of three groups: watching a video lecture (LD) and self-study (SD) groups, both followed by student-led discussions, and reviewing after watching a video lecture (LR) group. We compared test results using verbatim, paraphrased, and transfer items. We also carried out in-depth analyses of dialogs in the discussions. Findings In three separate experiments, we found that the discussion groups scored significantly higher than the review group. Moreover, the SD group performed better than the LD group of the two discussion groups. Analyses of dialogue suggest that self-study elicited more active and productive content from the students than lectures, leading to superior performance. Contribution Our results indicate that self-study can significantly enhance the learning effect of discussions.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"2 1","pages":"455 - 476"},"PeriodicalIF":3.8,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86169124","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 : 2023-03-15DOI: 10.1080/10508406.2023.2190717
J. Kolodner
In the article I am responding to (Lee, 2023, this issue and volume), Victor Lee makes the claim that because learning sciences is already an applied science, we do not need another field called Learning Engineering. And because there are currently so many disconnected communities of people writing about learning engineering and calling themselves learning engineers, and many of those people have been advocating for a far less expansive view of what learning entails than the learning sciences community proposes, he wonders whether connecting the learning sciences and learning engineering will diminish the learning sciences. These concerns, I believe, are unfounded; instead, I believe, as I’ve been preaching for the past decade (Kolodner, ISLS keynote, 2012), that we should be more worried that what we are learning in our research is not better appreciated and known by others outside of the learning sciences community. What we have learned about how to support learning and the work we’ve done toward showing what’s possible to implement in schools, should be, but is still little present, in the imagination of policy makers, teachers, parents, administrators, and the designers of curriculum and learning technologies. One reason for that is that too many in the education, academic, and policy “establishments” value lab-based and large-scale experimental research over what we do. Another reason is that we aren’t involved enough in participating in activities that would challenge establishment views. Yet another is that we (the learning sciences community) are not preparing and encouraging our students to take positions in organizations that are designing the newest learning technologies and curriculum products, or in organizations that are helping educators and educational organizations refine their pedagogical approaches, cultures, and social practices.
{"title":"Learning engineering: What it is, why I’m involved, and why I think more of you should be","authors":"J. Kolodner","doi":"10.1080/10508406.2023.2190717","DOIUrl":"https://doi.org/10.1080/10508406.2023.2190717","url":null,"abstract":"In the article I am responding to (Lee, 2023, this issue and volume), Victor Lee makes the claim that because learning sciences is already an applied science, we do not need another field called Learning Engineering. And because there are currently so many disconnected communities of people writing about learning engineering and calling themselves learning engineers, and many of those people have been advocating for a far less expansive view of what learning entails than the learning sciences community proposes, he wonders whether connecting the learning sciences and learning engineering will diminish the learning sciences. These concerns, I believe, are unfounded; instead, I believe, as I’ve been preaching for the past decade (Kolodner, ISLS keynote, 2012), that we should be more worried that what we are learning in our research is not better appreciated and known by others outside of the learning sciences community. What we have learned about how to support learning and the work we’ve done toward showing what’s possible to implement in schools, should be, but is still little present, in the imagination of policy makers, teachers, parents, administrators, and the designers of curriculum and learning technologies. One reason for that is that too many in the education, academic, and policy “establishments” value lab-based and large-scale experimental research over what we do. Another reason is that we aren’t involved enough in participating in activities that would challenge establishment views. Yet another is that we (the learning sciences community) are not preparing and encouraging our students to take positions in organizations that are designing the newest learning technologies and curriculum products, or in organizations that are helping educators and educational organizations refine their pedagogical approaches, cultures, and social practices.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"55 1","pages":"305 - 323"},"PeriodicalIF":3.8,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85115983","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 : 2023-01-30DOI: 10.1080/10508406.2022.2157725
Marcela Borge, Yu Xia
ABSTRACT Background In this paper, we extend theories of group cognition and regulation to examine how regulation occurs as part of a learning ecosystem. We examine our instructional approach, Embedded Design, that uses Human-Computer Interaction (HCI) as a conduit for students to make sense of their sociotechnical world and the ways people design everyday interaction around technology. Methods Our research questions centered on identifying (RQ1) the types of problems that require students’ collective regulation, . Our population included learners aged 8-12 enrolled in a play-based after school HCI design club. Using micro-analytic techniques, we examined the HCI design processes of four teams over nine sessions and four learners over two years. Findings We identified the most common problems students encountered, how regulation and negotiation played out across different levels of analysis, what types of learning occurred as participants worked to improve collaborative processes over time, and the role that technology played in the process. Contribution We end the paper by proposing a model of how nested collective knowledge building processes evolve over time and discuss the implications of our findings for K-12 HCI education.
{"title":"Beyond the individual: The regulation and negotiation of socioemotional practices across a learning ecosystem","authors":"Marcela Borge, Yu Xia","doi":"10.1080/10508406.2022.2157725","DOIUrl":"https://doi.org/10.1080/10508406.2022.2157725","url":null,"abstract":"ABSTRACT Background In this paper, we extend theories of group cognition and regulation to examine how regulation occurs as part of a learning ecosystem. We examine our instructional approach, Embedded Design, that uses Human-Computer Interaction (HCI) as a conduit for students to make sense of their sociotechnical world and the ways people design everyday interaction around technology. Methods Our research questions centered on identifying (RQ1) the types of problems that require students’ collective regulation, . Our population included learners aged 8-12 enrolled in a play-based after school HCI design club. Using micro-analytic techniques, we examined the HCI design processes of four teams over nine sessions and four learners over two years. Findings We identified the most common problems students encountered, how regulation and negotiation played out across different levels of analysis, what types of learning occurred as participants worked to improve collaborative processes over time, and the role that technology played in the process. Contribution We end the paper by proposing a model of how nested collective knowledge building processes evolve over time and discuss the implications of our findings for K-12 HCI education.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"34 1","pages":"325 - 375"},"PeriodicalIF":3.8,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80860675","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 : 2023-01-27DOI: 10.1080/10508406.2022.2154157
Kevin Leander, Laura Carter-Stone, Emma Supica
ABSTRACT Background Long-form dramatic improvisation has been investigated as an accomplishment of emergent creativity among an ensemble of “players,” focusing on how the group achieves “group flow” in performance. Methods This article employs ethnographic methods (focus group, interviews, and video-assisted self-interviews) to investigate the case of a musical theater improv group. The analysis focuses on how the group describes its shared modes of knowing, drawing on the group’s history and their interpreted enactment of these modes in an improvised scene. Findings Improvisation in this group requires two inter-related forms of knowing: Shared Social Practice (SSP) and Collaborative Affective Attunement (CAA), where SSP involves definable repertoires, resources, conventions, and techniques, and CAA involves affective sensibility of in-the-moment responding, or affective attunement. These two forms of knowing develop over the course of a group’s history and are entangled in complex ways over the course of performance. Contribution Through a case study of a musical theater improv ensemble, the paper contributes to ongoing efforts to theorize the relationship between embodied experience, social practice, and affect in group knowing with special consideration for the significant role of collaborative affective attunement.
{"title":"“We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble","authors":"Kevin Leander, Laura Carter-Stone, Emma Supica","doi":"10.1080/10508406.2022.2154157","DOIUrl":"https://doi.org/10.1080/10508406.2022.2154157","url":null,"abstract":"ABSTRACT Background Long-form dramatic improvisation has been investigated as an accomplishment of emergent creativity among an ensemble of “players,” focusing on how the group achieves “group flow” in performance. Methods This article employs ethnographic methods (focus group, interviews, and video-assisted self-interviews) to investigate the case of a musical theater improv group. The analysis focuses on how the group describes its shared modes of knowing, drawing on the group’s history and their interpreted enactment of these modes in an improvised scene. Findings Improvisation in this group requires two inter-related forms of knowing: Shared Social Practice (SSP) and Collaborative Affective Attunement (CAA), where SSP involves definable repertoires, resources, conventions, and techniques, and CAA involves affective sensibility of in-the-moment responding, or affective attunement. These two forms of knowing develop over the course of a group’s history and are entangled in complex ways over the course of performance. Contribution Through a case study of a musical theater improv ensemble, the paper contributes to ongoing efforts to theorize the relationship between embodied experience, social practice, and affect in group knowing with special consideration for the significant role of collaborative affective attunement.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"9 1","pages":"250 - 287"},"PeriodicalIF":3.8,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73632506","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 : 2023-01-09DOI: 10.1080/10508406.2022.2132863
Jen Munson, Elizabeth B. Dyer
ABSTRACT Background Pedagogical sensemaking, in which teachers attempt to figure something out in relation to teaching and learning, as a form of generative teacher discourse can provide opportunities for teachers to learn. However, much of the research in these areas examines how teachers reason during sustained collegial discourse outside the classroom. Methods This exploratory case study of one side-by-side coaching session, in which a coach and teacher collaborate to support both student and teacher learning in the classroom, qualitatively examined the coach-teacher discourse to determine whether and how pedagogical sensemaking can occur in a practice-embedded teacher learning setting. Findings We find that generative pedagogical sensemaking is possible despite the contextual constraints. Findings indicate that teacher-coach interactions included and frequently moved between talk at three altitudes: within, across, and beyond moments of the lesson. The topics of these interactions were complex and connected across the lesson. Contribution These findings point to particular affordances of practice-embedded settings for generative pedagogical sensemaking. While prior research has emphasized the need for sustained time for sensemaking to support teacher learning, this study expands this conception by finding that, when coupled with shared experiences of pedagogy, brief, cumulative interactions during teaching can also create opportunities for generativity.
{"title":"Pedagogical sensemaking during side-by-side coaching: Examining the in-the-moment discursive reasoning of a teacher and coach","authors":"Jen Munson, Elizabeth B. Dyer","doi":"10.1080/10508406.2022.2132863","DOIUrl":"https://doi.org/10.1080/10508406.2022.2132863","url":null,"abstract":"ABSTRACT Background Pedagogical sensemaking, in which teachers attempt to figure something out in relation to teaching and learning, as a form of generative teacher discourse can provide opportunities for teachers to learn. However, much of the research in these areas examines how teachers reason during sustained collegial discourse outside the classroom. Methods This exploratory case study of one side-by-side coaching session, in which a coach and teacher collaborate to support both student and teacher learning in the classroom, qualitatively examined the coach-teacher discourse to determine whether and how pedagogical sensemaking can occur in a practice-embedded teacher learning setting. Findings We find that generative pedagogical sensemaking is possible despite the contextual constraints. Findings indicate that teacher-coach interactions included and frequently moved between talk at three altitudes: within, across, and beyond moments of the lesson. The topics of these interactions were complex and connected across the lesson. Contribution These findings point to particular affordances of practice-embedded settings for generative pedagogical sensemaking. While prior research has emphasized the need for sustained time for sensemaking to support teacher learning, this study expands this conception by finding that, when coupled with shared experiences of pedagogy, brief, cumulative interactions during teaching can also create opportunities for generativity.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"171 - 210"},"PeriodicalIF":3.8,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81412854","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 : 2023-01-01DOI: 10.1080/10508406.2023.2165082
Christopher R. Rogers, Benjamin M. Mendelsohn, Krystal Strong
ABSTRACT Background This article considers the speculative and pedagogical character of campus abolitionist organizing. Extending education research into the knowledge (re)producing functions of radical activism, we draw upon the Black Radical Tradition to theorize the intersections of learning and imagination in both activism and education. Method The article centers an autoethnographic case study emerging from the authors’ experiences at University of Pennsylvania and their conflicted positions as campus organizers and educational laborers. Centering a direct action around university reparations, the paper draws on recollections of the event and its preparations as well as audiovisual and written documentation. Findings Analyzing our experiences as educational laborers and organizers struggling toward liberation, we document movement-driven learning practices and strategies for navigating contradictions between the university’s professed public mission and the realities of its exploitation of neighboring communities, which has been the focus of national campus organizing in the wake of the 2020 protests for racial justice. Contribution We offer the concept of organizing pedagogies to foreground the role of activism in producing and disseminating knowledge and fostering contexts for collective learning, as well as the role of the radical imagination in shaping activist educators’ mobilizations to advance freedom struggles within and beyond campus.
{"title":"Organizing pedagogies: Transgressing campus-movement boundaries through radical study and action","authors":"Christopher R. Rogers, Benjamin M. Mendelsohn, Krystal Strong","doi":"10.1080/10508406.2023.2165082","DOIUrl":"https://doi.org/10.1080/10508406.2023.2165082","url":null,"abstract":"ABSTRACT Background This article considers the speculative and pedagogical character of campus abolitionist organizing. Extending education research into the knowledge (re)producing functions of radical activism, we draw upon the Black Radical Tradition to theorize the intersections of learning and imagination in both activism and education. Method The article centers an autoethnographic case study emerging from the authors’ experiences at University of Pennsylvania and their conflicted positions as campus organizers and educational laborers. Centering a direct action around university reparations, the paper draws on recollections of the event and its preparations as well as audiovisual and written documentation. Findings Analyzing our experiences as educational laborers and organizers struggling toward liberation, we document movement-driven learning practices and strategies for navigating contradictions between the university’s professed public mission and the realities of its exploitation of neighboring communities, which has been the focus of national campus organizing in the wake of the 2020 protests for racial justice. Contribution We offer the concept of organizing pedagogies to foreground the role of activism in producing and disseminating knowledge and fostering contexts for collective learning, as well as the role of the radical imagination in shaping activist educators’ mobilizations to advance freedom struggles within and beyond campus.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"82 1","pages":"143 - 169"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82595319","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}
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