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}
Pub Date : 2023-01-01DOI: 10.1080/10508406.2023.2179847
Mia S. Shaw, J. Coleman, E. E. Thomas, Y. Kafai
ABSTRACT Background Scholarship demonstrates that Black girls’ capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black womanist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reimagining their computing futures. We ask: How might womanist storytelling methods support one Black girl in restorying possible computing futures? Methods We present a case focused on one study participant, Heather’s, restorying practices situated within a larger workshop wherein marginalized youth reimagined dominant narratives about computer science (CS). This was by creating interactive quilt patches using paper circuits and microcontrollers that challenged dominant narratives of white masculinity and misogynoir normalized throughout the field. Findings We see that restorying through womanist storytelling methods allowed Heather to (1) deconstruct narratives of white masculinity and misogynoir throughout CS education by centering Black women’s ways of knowing and doing, and (2) restory the past to enact possible CS futures and identities through computing. Contribution In the discussion, we address challenges and successes with integrating Black girls’ experiences with speculative methodologies in learning sciences research.
{"title":"Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education","authors":"Mia S. Shaw, J. Coleman, E. E. Thomas, Y. Kafai","doi":"10.1080/10508406.2023.2179847","DOIUrl":"https://doi.org/10.1080/10508406.2023.2179847","url":null,"abstract":"ABSTRACT Background Scholarship demonstrates that Black girls’ capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black womanist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reimagining their computing futures. We ask: How might womanist storytelling methods support one Black girl in restorying possible computing futures? Methods We present a case focused on one study participant, Heather’s, restorying practices situated within a larger workshop wherein marginalized youth reimagined dominant narratives about computer science (CS). This was by creating interactive quilt patches using paper circuits and microcontrollers that challenged dominant narratives of white masculinity and misogynoir normalized throughout the field. Findings We see that restorying through womanist storytelling methods allowed Heather to (1) deconstruct narratives of white masculinity and misogynoir throughout CS education by centering Black women’s ways of knowing and doing, and (2) restory the past to enact possible CS futures and identities through computing. Contribution In the discussion, we address challenges and successes with integrating Black girls’ experiences with speculative methodologies in learning sciences research.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"2 1","pages":"52 - 75"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85513224","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: 10.1080/10508406.2022.2157177
Amanda R. Tachine, E. E. Thomas
{"title":"Early dawn toward imagining worlds","authors":"Amanda R. Tachine, E. E. Thomas","doi":"10.1080/10508406.2022.2157177","DOIUrl":"https://doi.org/10.1080/10508406.2022.2157177","url":null,"abstract":"","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"37 1","pages":"45 - 51"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78211591","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: 10.1080/10508406.2022.2154158
Kathleen Arada, A. Sánchez, P. Bell
ABSTRACT Background We examine the development of youth sociopolitical consciousness and agency in an eighth-grade science classroom as students of color engage in critical speculative design activities, exploring the multi-scalar, racial realities and possibilities of the science and engineering of pervasive digital technologies—specifically involving the entanglement of lightwaves and melanin in computer vision and artificial intelligence (AI) technologies. Methods Through case studies of two girls of color (ES and GS), we analyze the youths’ learning pathways across three instructional phases: threading practices (learners’ sociopolitical interpretation); weaving practices (learners’ coordination of multiple ways of knowing and being in relation to their interpretation); and patternmaking practices (learners’ visions of more just patterns, practices, and politics through speculative design). Findings Our analyses show how youth use their felt, cultural, and community knowledges, as well as their developing scientific knowledge of physics, to confront and analyze manifestations of racial bias in technologies. The findings highlight the significance of teachers’ pedagogical support and providing opportunities for meaningful transdisciplinary science investigations and speculative designing for more just and thriving futures. Contribution The Critical Speculative Design Pedagogy framework developed suggests how such activities in the classroom can cultivate equitable, expansive science learning that is consequential to youth and their communities.
{"title":"Youth as pattern makers for racial justice: How speculative design pedagogy in science can promote restorative futures through radical care practices","authors":"Kathleen Arada, A. Sánchez, P. Bell","doi":"10.1080/10508406.2022.2154158","DOIUrl":"https://doi.org/10.1080/10508406.2022.2154158","url":null,"abstract":"ABSTRACT Background We examine the development of youth sociopolitical consciousness and agency in an eighth-grade science classroom as students of color engage in critical speculative design activities, exploring the multi-scalar, racial realities and possibilities of the science and engineering of pervasive digital technologies—specifically involving the entanglement of lightwaves and melanin in computer vision and artificial intelligence (AI) technologies. Methods Through case studies of two girls of color (ES and GS), we analyze the youths’ learning pathways across three instructional phases: threading practices (learners’ sociopolitical interpretation); weaving practices (learners’ coordination of multiple ways of knowing and being in relation to their interpretation); and patternmaking practices (learners’ visions of more just patterns, practices, and politics through speculative design). Findings Our analyses show how youth use their felt, cultural, and community knowledges, as well as their developing scientific knowledge of physics, to confront and analyze manifestations of racial bias in technologies. The findings highlight the significance of teachers’ pedagogical support and providing opportunities for meaningful transdisciplinary science investigations and speculative designing for more just and thriving futures. Contribution The Critical Speculative Design Pedagogy framework developed suggests how such activities in the classroom can cultivate equitable, expansive science learning that is consequential to youth and their communities.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"76 - 109"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79896520","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: 10.1080/10508406.2022.2154159
J. Lizárraga
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.
{"title":"Cyborg sociopolitical reconfigurations: Designing for speculative fabulation in learning","authors":"J. Lizárraga","doi":"10.1080/10508406.2022.2154159","DOIUrl":"https://doi.org/10.1080/10508406.2022.2154159","url":null,"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.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"27 1","pages":"21 - 44"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77113247","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: 10.1080/10508406.2023.2166764
Antero Garcia, Nicole Mirra
The concepts of time and place are often described in specific and concrete detail in scholarly analyses focused on the dire material consequences of systemic racism in formal education systems. As educational researchers, we are trained to pinpoint exactly where and when youth and communities are experiencing harm and to painstakingly document the particular mechanisms through which such harm accumulates (or lessens). Conversely, when it comes to both conceptualizing and achieving racially equitable outcomes in education, time and place areas much more blurrier and deferred. Discussion and implication sections of study write-ups that seek to challenge or describe disruptions to structural inequity vaguely gesture toward the necessity of massive transformation in education systems but acknowledge the limited vista within which current findings are framed. “There,” our field points, “Solutions to equity lie over there” ever further, perhaps just out of reach. Considerations of where and when beckon us toward an aspirational mirage of just and liberatory futures on our horizon. But what if our research demanded just futures now? What if we focused our theoretical and methodological lenses squarely on articulating and designing these desired horizons as a precondition for laboring within the incremental constraints of present conditions? This special issue seeks to begin answering this question by introducing and empirically exploring a paradigm of speculative education. As will become clear, speculative education is an exhortation to educational theory, research, and practice to think urgently and creatively about the worlds in which we currently find ourselves and the worlds we can learn to create. Thus, we invite you to join us in some initial musings about the origins of this framework (and special issue) as a prelude to the research itself.
{"title":"Other suns: Designing for racial equity through speculative education","authors":"Antero Garcia, Nicole Mirra","doi":"10.1080/10508406.2023.2166764","DOIUrl":"https://doi.org/10.1080/10508406.2023.2166764","url":null,"abstract":"The concepts of time and place are often described in specific and concrete detail in scholarly analyses focused on the dire material consequences of systemic racism in formal education systems. As educational researchers, we are trained to pinpoint exactly where and when youth and communities are experiencing harm and to painstakingly document the particular mechanisms through which such harm accumulates (or lessens). Conversely, when it comes to both conceptualizing and achieving racially equitable outcomes in education, time and place areas much more blurrier and deferred. Discussion and implication sections of study write-ups that seek to challenge or describe disruptions to structural inequity vaguely gesture toward the necessity of massive transformation in education systems but acknowledge the limited vista within which current findings are framed. “There,” our field points, “Solutions to equity lie over there” ever further, perhaps just out of reach. Considerations of where and when beckon us toward an aspirational mirage of just and liberatory futures on our horizon. But what if our research demanded just futures now? What if we focused our theoretical and methodological lenses squarely on articulating and designing these desired horizons as a precondition for laboring within the incremental constraints of present conditions? This special issue seeks to begin answering this question by introducing and empirically exploring a paradigm of speculative education. As will become clear, speculative education is an exhortation to educational theory, research, and practice to think urgently and creatively about the worlds in which we currently find ourselves and the worlds we can learn to create. Thus, we invite you to join us in some initial musings about the origins of this framework (and special issue) as a prelude to the research itself.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"16 1","pages":"1 - 20"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77317320","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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