Pub Date : 2021-01-01DOI: 10.1080/10508406.2021.1880189
Joe Curnow, A. S. Jurow
Collective action matters: out in the streets around us where people are reshaping the world through powerful protests. We see the significance and impact of collective action in uprisings around the world to contest racialized violence, to abolish police and prisons, to demand climate action, and to unequivocally assert that Black Lives Matter. Hong Kong student activists have innovated new technological and organizational tactics that protestors in other countries are using to develop their own anti-government actions. Chilean activists have mobilized massive protests against neoliberal policies and for significant political reform. In these cases, learning is taking place in contentious practice as people strive to transform power relations. Activists are organizing new forms of learning, new identity pathways, and transforming community values and ethics. They are doing this work through complex, volatile, and distributed collective action to shift the tactics, the framing, the recruitment, and the political imagination of social movements. Social movements, defined simply, are “collectivities acting with some degree of organization and continuity, partly outside institutional or organizational channels” that offer a vibrant way of challenging . . . or resisting change in such systems” (Snow & Soule, 2010, pp. 6–7). Social movements have led social change for justice, have inspired actions across communities working in solidarity with each other, and have suffered dramatic losses in the face of oppressive and divisive politics (Baldwin, 1972/2007; Garza, 2020). This special issue is a call to Learning Sciences scholars to study social movements as productive sites where people work together to critique, re-imagine, strategize, design, and re-make how we can engage with one another now and in the future. Learning in these dynamic spaces is understood as possibility, as shaped by relational, spatial, and natural structures and as improvised in and around structures as resources for creative resistance and
集体行动很重要:在我们周围的街道上，人们正在通过强大的抗议活动重塑世界。我们看到了集体行动在世界各地反抗种族暴力、废除警察和监狱、要求采取气候行动以及毫不含糊地宣称“黑人的生命也很重要”的起义中的重要性和影响。香港学生活动人士创新了新的技术和组织策略，其他国家的抗议者正在使用这些技术和组织策略来发展自己的反政府行动。智利活动人士动员了大规模的抗议活动，反对新自由主义政策，要求进行重大的政治改革。在这些案例中，学习是在有争议的实践中进行的，因为人们努力改变权力关系。积极分子正在组织新的学习形式，新的身份认同途径，并改变社区价值观和道德规范。他们通过复杂的、不稳定的、分散的集体行动来改变社会运动的策略、框架、招募和政治想象。简单地说，社会运动是“具有某种程度的组织性和连续性的集体行动，部分地在体制或组织渠道之外”，提供了一种充满活力的挑战方式……或抵制这种系统的变化”(Snow & Soule, 2010, pp. 6-7)。社会运动引领了正义的社会变革，激发了社区间团结一致的行动，并在面对压迫和分裂的政治时遭受了巨大的损失(Baldwin, 1972/2007;加尔萨,2020)。本期特刊呼吁学习科学的学者们把社会运动作为一个富有成效的场所来研究，在这里，人们一起批评、重新想象、制定战略、设计和重新制定我们现在和未来如何相互接触。在这些动态空间中的学习被理解为一种可能性，被关系、空间和自然结构所塑造，并在结构内部和周围即兴发挥，作为创造性抵抗和创造力的资源
{"title":"Learning in and for collective action","authors":"Joe Curnow, A. S. Jurow","doi":"10.1080/10508406.2021.1880189","DOIUrl":"https://doi.org/10.1080/10508406.2021.1880189","url":null,"abstract":"Collective action matters: out in the streets around us where people are reshaping the world through powerful protests. We see the significance and impact of collective action in uprisings around the world to contest racialized violence, to abolish police and prisons, to demand climate action, and to unequivocally assert that Black Lives Matter. Hong Kong student activists have innovated new technological and organizational tactics that protestors in other countries are using to develop their own anti-government actions. Chilean activists have mobilized massive protests against neoliberal policies and for significant political reform. In these cases, learning is taking place in contentious practice as people strive to transform power relations. Activists are organizing new forms of learning, new identity pathways, and transforming community values and ethics. They are doing this work through complex, volatile, and distributed collective action to shift the tactics, the framing, the recruitment, and the political imagination of social movements. Social movements, defined simply, are “collectivities acting with some degree of organization and continuity, partly outside institutional or organizational channels” that offer a vibrant way of challenging . . . or resisting change in such systems” (Snow & Soule, 2010, pp. 6–7). Social movements have led social change for justice, have inspired actions across communities working in solidarity with each other, and have suffered dramatic losses in the face of oppressive and divisive politics (Baldwin, 1972/2007; Garza, 2020). This special issue is a call to Learning Sciences scholars to study social movements as productive sites where people work together to critique, re-imagine, strategize, design, and re-make how we can engage with one another now and in the future. Learning in these dynamic spaces is understood as possibility, as shaped by relational, spatial, and natural structures and as improvised in and around structures as resources for creative resistance and","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"63 1","pages":"14 - 26"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74093640","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 : 2021-01-01DOI: 10.1080/10508406.2021.1880158
Jan van Aalst, Susan A. Yoon
It has been an enormous honor and pleasure to lead the Journal of the Learning Sciences (JLS) in the last four years. We thank the International Society of the Learning Sciences for entrusting us w...
{"title":"From the outgoing editors","authors":"Jan van Aalst, Susan A. Yoon","doi":"10.1080/10508406.2021.1880158","DOIUrl":"https://doi.org/10.1080/10508406.2021.1880158","url":null,"abstract":"It has been an enormous honor and pleasure to lead the Journal of the Learning Sciences (JLS) in the last four years. We thank the International Society of the Learning Sciences for entrusting us w...","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"9 9","pages":"1 - 9"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10508406.2021.1880158","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72411279","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 : 2021-01-01DOI: 10.1080/10508406.2020.1844713
Tafadzwa Tivaringe, B. Kirshner
ABSTRACT Background Research about learning in youth activism has generated important findings about how young people learn to critique inequality and exercise collective agency. This emerging line of research, however, has been limited by its geographic focus in North America, a tendency to assume single bounded groups as sites of learning, and limited engagement with theories of power and social change. Methods We draw on data from a three-year ethnography of a South African youth-led organizing group, Equal Education (EE), which successfully pressured the national government to adopt an education bill that it had previously resisted. Our inquiry is guided by a broad question: how did EE members learn to build power in this contentious sociopolitical context? Findings Facilitation and apprenticeship by more experienced near peers in EE supported young people’s understanding of inequality and their participation in nonviolent political activism. When stepping into a contentious public sphere, young people learned how to build political relationships with trade unions and community elders in order to claim power and influence political change. Contribution This study adds to literature on learning in youth activism by showing how young people learn how to navigate contentious politics and exercise political power through multigenerational alliances.
{"title":"Learning to claim power in a contentious public sphere: A study of youth movement formation in South Africa","authors":"Tafadzwa Tivaringe, B. Kirshner","doi":"10.1080/10508406.2020.1844713","DOIUrl":"https://doi.org/10.1080/10508406.2020.1844713","url":null,"abstract":"ABSTRACT Background Research about learning in youth activism has generated important findings about how young people learn to critique inequality and exercise collective agency. This emerging line of research, however, has been limited by its geographic focus in North America, a tendency to assume single bounded groups as sites of learning, and limited engagement with theories of power and social change. Methods We draw on data from a three-year ethnography of a South African youth-led organizing group, Equal Education (EE), which successfully pressured the national government to adopt an education bill that it had previously resisted. Our inquiry is guided by a broad question: how did EE members learn to build power in this contentious sociopolitical context? Findings Facilitation and apprenticeship by more experienced near peers in EE supported young people’s understanding of inequality and their participation in nonviolent political activism. When stepping into a contentious public sphere, young people learned how to build political relationships with trade unions and community elders in order to claim power and influence political change. Contribution This study adds to literature on learning in youth activism by showing how young people learn how to navigate contentious politics and exercise political power through multigenerational alliances.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"41 1","pages":"125 - 150"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77942980","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 : 2021-01-01DOI: 10.1080/10508406.2021.1880190
F. Erickson
ABSTRACT This special issue introduces a new focus for inquiry in the learning sciences. When research attention turns to learning that takes place within social movements, the scope and scale of inquiry expands dramatically. It becomes difficult to see learning, as we usually conceive it. The author’s commentary begins with two metaphors for difficulty in this new arena of research. A first metaphor is that of “Waldo,” a cartoon figure visually represented as located somewhere within crowds of persons that are similarly dressed. This illustrates the problem of scale in the study of social movements, in attempts to monitor activity that is widely dispersed in space and time. A second metaphor is that of blind inquirers attempting to study an elephant—each inquirer only gets a partial apprehension of the whole. This points to the multiplicity of opportunities to learn within social movements—raising awareness in social critique, acquiring skills in organizing, developing fluency in rhetorics of persuasion. Because movement-situated learning is so multidimensional it is difficult for a single study to account for the full range of learning opportunities that a movement affords. In its middle section the commentary surveys specific examples of limits and affordances in research on learning in social movements, by reviewing briefly the empirical studies reported in the journal articles and by recounting the author’s personal experience in the Civil Rights movement in Chicago in the 1960’s. The commentary concludes on a cautionary note, observing that many of the processes of social movement formation, and of learning opportunities that develop within such movements, are similar in movements that are regressive as well as in those that are progressive in aim.
{"title":"Waldo, blind inquirers, and an elephant: Locating learning in social movements","authors":"F. Erickson","doi":"10.1080/10508406.2021.1880190","DOIUrl":"https://doi.org/10.1080/10508406.2021.1880190","url":null,"abstract":"ABSTRACT This special issue introduces a new focus for inquiry in the learning sciences. When research attention turns to learning that takes place within social movements, the scope and scale of inquiry expands dramatically. It becomes difficult to see learning, as we usually conceive it. The author’s commentary begins with two metaphors for difficulty in this new arena of research. A first metaphor is that of “Waldo,” a cartoon figure visually represented as located somewhere within crowds of persons that are similarly dressed. This illustrates the problem of scale in the study of social movements, in attempts to monitor activity that is widely dispersed in space and time. A second metaphor is that of blind inquirers attempting to study an elephant—each inquirer only gets a partial apprehension of the whole. This points to the multiplicity of opportunities to learn within social movements—raising awareness in social critique, acquiring skills in organizing, developing fluency in rhetorics of persuasion. Because movement-situated learning is so multidimensional it is difficult for a single study to account for the full range of learning opportunities that a movement affords. In its middle section the commentary surveys specific examples of limits and affordances in research on learning in social movements, by reviewing briefly the empirical studies reported in the journal articles and by recounting the author’s personal experience in the Civil Rights movement in Chicago in the 1960’s. The commentary concludes on a cautionary note, observing that many of the processes of social movement formation, and of learning opportunities that develop within such movements, are similar in movements that are regressive as well as in those that are progressive in aim.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"27 1 1","pages":"151 - 161"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88638014","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 : 2021-01-01DOI: 10.1080/10508406.2021.1880160
A. S. Jurow, Jianwei Zhang
This year marks the 30th anniversary of the Journal of the Learning Sciences. In three decades, the journal has established itself as one of the premier venues for sharing research on learning and design. From special issues introducing innovations in design research methodologies to the analysis of learning as part of social movements, the journal has drawn careful attention to the complexity and consequentiality of learning in real-world settings. As the incoming co-Editors in Chief of JLS, we are honored to serve the Learning Sciences community and aim to uphold our responsibilities as have the Editors-in-Chief prior to us—from founding Editor Janet Kolodner to Susan Yoon and Jan van Aalst. Our predecessors have set a firm foundation on which we will build and, with you, expand. We have deep gratitude for the outgoing Editors in Chief, Susan Yoon and Jan van Aalst, and the efforts and initiatives they have taken on multiple fronts. They have expanded the reach of the journal internationally, streamlined internal systems to ensure an efficient and effective review process, created mentoring resources for authors and reviewers, and enhanced the quality and impact of the research published in JLS. In their Editors’ Farewell Note (Van Aalst & Yoon, 2021/this issue), they reflect on their work at the journal and how they have aimed to move it forward in fruitful ways. Their thoughtful leadership, together with the social capital that they have built, will be a great resource for us to leverage in the coming years. Their guidance and the support of their assistants—Miyoung Park, Lillian Kun Liu, and Jooeun Shim—has also been immensely helpful as we transition into our new roles. We take on the position of co-Editors-in-Chief in a moment of converging crises—facing a pandemic, climate change, a racial reckoning that has repercussions across all sectors of society, and political unrest across the globe. Such crises intensify the challenges of education both in and outside of school. We need, for example, to make significant changes to how we are
今年是《学习科学杂志》创刊30周年。三十年来，该杂志已成为分享学习和设计研究的主要场所之一。从介绍设计研究方法创新的特刊到作为社会运动一部分的学习分析，该杂志引起了对现实世界环境中学习的复杂性和后果的仔细关注。作为即将上任的《JLS》联合主编，我们很荣幸能够为《学习科学》社区服务，我们的目标是履行我们的职责，就像我们之前的主编一样——从创始主编珍妮特·科洛德纳到苏珊·尹和简·范·阿尔斯特。我们的前辈已经奠定了坚实的基础，我们将在此基础上继续建设，并与你们一起扩大。我们对即将离任的两位主编Susan Yoon和Jan van Aalst以及他们在多个方面所做的努力和倡议深表感谢。他们扩大了期刊的国际影响力，简化了内部系统以确保高效和有效的评审过程，为作者和审稿人创建了指导资源，并提高了在JLS上发表的研究的质量和影响力。在他们的编辑告别笔记(Van Aalst & Yoon, 2021/本期)中，他们反思了他们在期刊上的工作，以及他们如何以富有成效的方式推动它向前发展。他们深思熟虑的领导，以及他们所建立的社会资本，将是我们在未来几年利用的重要资源。他们的指导和他们的助手的支持- miyoung Park, Lillian Kun Liu和Jooeun shim -在我们过渡到新角色的过程中也给予了极大的帮助。我们在一个危机汇聚的时刻担任联合总编辑——面对流行病、气候变化、影响社会各阶层的种族清算，以及全球政治动荡。这些危机加剧了学校内外教育的挑战。例如，我们需要对我们的现状做出重大改变
{"title":"Note from incoming co-editors","authors":"A. S. Jurow, Jianwei Zhang","doi":"10.1080/10508406.2021.1880160","DOIUrl":"https://doi.org/10.1080/10508406.2021.1880160","url":null,"abstract":"This year marks the 30th anniversary of the Journal of the Learning Sciences. In three decades, the journal has established itself as one of the premier venues for sharing research on learning and design. From special issues introducing innovations in design research methodologies to the analysis of learning as part of social movements, the journal has drawn careful attention to the complexity and consequentiality of learning in real-world settings. As the incoming co-Editors in Chief of JLS, we are honored to serve the Learning Sciences community and aim to uphold our responsibilities as have the Editors-in-Chief prior to us—from founding Editor Janet Kolodner to Susan Yoon and Jan van Aalst. Our predecessors have set a firm foundation on which we will build and, with you, expand. We have deep gratitude for the outgoing Editors in Chief, Susan Yoon and Jan van Aalst, and the efforts and initiatives they have taken on multiple fronts. They have expanded the reach of the journal internationally, streamlined internal systems to ensure an efficient and effective review process, created mentoring resources for authors and reviewers, and enhanced the quality and impact of the research published in JLS. In their Editors’ Farewell Note (Van Aalst & Yoon, 2021/this issue), they reflect on their work at the journal and how they have aimed to move it forward in fruitful ways. Their thoughtful leadership, together with the social capital that they have built, will be a great resource for us to leverage in the coming years. Their guidance and the support of their assistants—Miyoung Park, Lillian Kun Liu, and Jooeun Shim—has also been immensely helpful as we transition into our new roles. We take on the position of co-Editors-in-Chief in a moment of converging crises—facing a pandemic, climate change, a racial reckoning that has repercussions across all sectors of society, and political unrest across the globe. Such crises intensify the challenges of education both in and outside of school. We need, for example, to make significant changes to how we are","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"4 1","pages":"10 - 13"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87635775","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 : 2020-12-08DOI: 10.1080/10508406.2020.1820341
M. Takeuchi, Virgie Aquino Ishihara
ABSTRACT Background We situate the mobilization of mathematical literacy as a tool to see and redress social and historical dilemmas (Engeström, 2014; Gutiérrez, 2016) rooted in the geo-economic politics of race, gender, and class. Methods Using collaborative ethnography, we describe how mathematical literacy was mobilized by an activist collective that intervened against violence toward migrant women. Our research considers a long period of development to examine how the activism impacted bodily politics, community, and relevant policies. Findings Our findings illustrate how the collective of activists led by a migrant woman of color countered the official data that did not reveal marginalized voices. Critical synthesis of embodiment and emplacement allowed us to examine how the mobilization of mathematical literacy became consequential (Jurow et al., 2016) in two interrelated aspects: 1) embodiment, the process through which the historically hidden bodies of migrant women came to be visible and assembled and 2) emplacement, the transformation of a place toward gathering disparate bodies. Contribution Our work contributes to expanding the geo-political terrain of scholarship in the learning sciences by bringing forth the history of activism led by Filipina migrants in Japan, which in turn shines a light on traditionally masked epistemology key to mobilizing mathematical literacy for solidarity.
{"title":"Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism","authors":"M. Takeuchi, Virgie Aquino Ishihara","doi":"10.1080/10508406.2020.1820341","DOIUrl":"https://doi.org/10.1080/10508406.2020.1820341","url":null,"abstract":"ABSTRACT Background We situate the mobilization of mathematical literacy as a tool to see and redress social and historical dilemmas (Engeström, 2014; Gutiérrez, 2016) rooted in the geo-economic politics of race, gender, and class. Methods Using collaborative ethnography, we describe how mathematical literacy was mobilized by an activist collective that intervened against violence toward migrant women. Our research considers a long period of development to examine how the activism impacted bodily politics, community, and relevant policies. Findings Our findings illustrate how the collective of activists led by a migrant woman of color countered the official data that did not reveal marginalized voices. Critical synthesis of embodiment and emplacement allowed us to examine how the mobilization of mathematical literacy became consequential (Jurow et al., 2016) in two interrelated aspects: 1) embodiment, the process through which the historically hidden bodies of migrant women came to be visible and assembled and 2) emplacement, the transformation of a place toward gathering disparate bodies. Contribution Our work contributes to expanding the geo-political terrain of scholarship in the learning sciences by bringing forth the history of activism led by Filipina migrants in Japan, which in turn shines a light on traditionally masked epistemology key to mobilizing mathematical literacy for solidarity.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"31 1","pages":"103 - 124"},"PeriodicalIF":3.8,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79177896","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 : 2020-11-25DOI: 10.1080/10508406.2020.1843465
B. Gravel, Vanessa Svihla
ABSTRACT Background: Design problems have long attracted researchers’ attention for their potential to provide authentic learning opportunities. While we have methods for supporting students to learn through relatively simple engineering and design tasks, supporting students to address complex problems that they find and frame remains poorly understood. Designing for the real world presents opportunities to understand how heterogenous engineering practices emerge from students’ experiences, how problems are negotiated and reframed, and the forms of learning such experiences support. Descriptions of engineering practice often privilege technical aspects, where heterogeneous engineering emphasizes the active coordination of social and material dimensions as well. Methods: We present two cases from large, complex design projects: (1) a design-based research study in a school-based making space and (2) an extended participant observation in a design-build school. We used interaction analysis to characterize the forms of participation. Findings: We identified ways students negotiated social and material elements of design, how they coordinated these activities, and how the instructional environments contributed to developing heterogeneous practices. Contribution: Designers and materials both operated as agentive actors in dialogic conversations that coordinated the multitude of considerations involved in heterogeneous engineering. We argue for the importance of fostering sociomaterial entanglements to support learning in design.
{"title":"Fostering heterogeneous engineering through whole-class design work","authors":"B. Gravel, Vanessa Svihla","doi":"10.1080/10508406.2020.1843465","DOIUrl":"https://doi.org/10.1080/10508406.2020.1843465","url":null,"abstract":"ABSTRACT Background: Design problems have long attracted researchers’ attention for their potential to provide authentic learning opportunities. While we have methods for supporting students to learn through relatively simple engineering and design tasks, supporting students to address complex problems that they find and frame remains poorly understood. Designing for the real world presents opportunities to understand how heterogenous engineering practices emerge from students’ experiences, how problems are negotiated and reframed, and the forms of learning such experiences support. Descriptions of engineering practice often privilege technical aspects, where heterogeneous engineering emphasizes the active coordination of social and material dimensions as well. Methods: We present two cases from large, complex design projects: (1) a design-based research study in a school-based making space and (2) an extended participant observation in a design-build school. We used interaction analysis to characterize the forms of participation. Findings: We identified ways students negotiated social and material elements of design, how they coordinated these activities, and how the instructional environments contributed to developing heterogeneous practices. Contribution: Designers and materials both operated as agentive actors in dialogic conversations that coordinated the multitude of considerations involved in heterogeneous engineering. We argue for the importance of fostering sociomaterial entanglements to support learning in design.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"46 1","pages":"279 - 329"},"PeriodicalIF":3.8,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83954487","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 : 2020-11-18DOI: 10.1080/10508406.2020.1834396
James Goulding
ABSTRACT Background This paper outlines the findings of a sociocultural study that examined how digital contexts shape historical thinking. It was assumed that the tools used to engage with historical information mediate thinking, and that when evaluating historical information online, participants would draw upon heuristics associated with Historical Thinking (Wineburg, 1991) and website evaluation. Method The study involved qualitative interviews with historians and university students who evaluated three historical websites using a think-aloud protocol followed by semi-structured questioning. Findings While sourcing, corroboration and contextualization remain the basis of disciplinary inquiry, the specific nature of each heuristic shifted when being used to evaluate online material, and a new category of intertextual ‘hybrid’ heuristics was formed as participants adapted general digital heuristics to evaluate historical information. Furthermore, these ‘hybrid heuristics’ had divergent effects on participants: for the students it appeared to inhibit critical historical thinking, whereas for the historians it formed the basis of their deep critical appraisal. Contribution The findings have implications for research on historical thinking, history education and critical website evaluation.
{"title":"Historical thinking online: An analysis of expert and non-expert readings of historical websites","authors":"James Goulding","doi":"10.1080/10508406.2020.1834396","DOIUrl":"https://doi.org/10.1080/10508406.2020.1834396","url":null,"abstract":"ABSTRACT Background This paper outlines the findings of a sociocultural study that examined how digital contexts shape historical thinking. It was assumed that the tools used to engage with historical information mediate thinking, and that when evaluating historical information online, participants would draw upon heuristics associated with Historical Thinking (Wineburg, 1991) and website evaluation. Method The study involved qualitative interviews with historians and university students who evaluated three historical websites using a think-aloud protocol followed by semi-structured questioning. Findings While sourcing, corroboration and contextualization remain the basis of disciplinary inquiry, the specific nature of each heuristic shifted when being used to evaluate online material, and a new category of intertextual ‘hybrid’ heuristics was formed as participants adapted general digital heuristics to evaluate historical information. Furthermore, these ‘hybrid heuristics’ had divergent effects on participants: for the students it appeared to inhibit critical historical thinking, whereas for the historians it formed the basis of their deep critical appraisal. Contribution The findings have implications for research on historical thinking, history education and critical website evaluation.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"7 1","pages":"204 - 239"},"PeriodicalIF":3.8,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81675711","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 : 2020-10-19DOI: 10.1080/10508406.2020.1828089
T. Philip, P. Sengupta
ABSTRACT Background We outline a case for how the Learning Sciences is at a powerful inflection point where the “real world” needs to be seen as comprised of the political entities and processes in which learning happens. We seek to sharpen the principle that learning is political by elucidating historical and contemporary processes of European and U.S. imperialism that remain foundational to our field and by developing the argument that theories of learning are theories of society. Methods Through a contrapuntal approach, which emphasizes a critical lens to analyze empire, we juxtapose notions of authentic practice in computing education with scholarship in sociology that brings the lives of tech industry immigrant workers to the fore. Findings Our analysis reveals how the social construction of disciplinary and professional expertise in computing is intricately interwoven with historically persistent patterns of the appropriation of the lives and labor of endarkened people through systems of transnational migration and institutional forms of racial segregation. Contribution A contrapuntal lens in the Learning Sciences prompts our field to embrace the necessary uncertainties and the theoretical and methodological possibilities that emerge when sites of learning and learning itself are recognized as political and as contestations of empire.
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Pub Date : 2020-10-05DOI: 10.1080/10508406.2020.1821202
Suraj Uttamchandani
ABSTRACT Background Using a conceptualization of learning as the act of organizing possible futures, I examine prefigurative relationship-building processes. Youth organizing research has shown that relational and political development are outcomes of participation, but offers limited examples of how these developments co-occur in discourse. Methods I research alongside Chroma, an LGBTQ+-themed community-based youth group whose members offer training to teachers and others about working with LGBTQ+ youth. Drawing on critical ethnography and discourse analysis, I engage the question: What was the character of the social relations Chroma youth organized together as they worked to advance their educational advocacy projects? Findings I develop a notion of educational intimacy, which describes relationships that allow for inclusive and productive engagement in advocacy and learning while also mirroring desired future social configurations. I ground my development of educational intimacy in audio data from Chroma meetings, workdays, and trainings. Contribution I situate educational intimacy in queer theoretic perspectives and existing learning sciences research. I conclude with some open questions about educational intimacy and learning in collective action projects. Educational intimacy offers a way of talking about how relational and political developments co-occur as learning processes in social movement spaces.
{"title":"Educational intimacy: Learning, prefiguration, and relationships in an LGBTQ+ youth group’s advocacy efforts","authors":"Suraj Uttamchandani","doi":"10.1080/10508406.2020.1821202","DOIUrl":"https://doi.org/10.1080/10508406.2020.1821202","url":null,"abstract":"ABSTRACT Background Using a conceptualization of learning as the act of organizing possible futures, I examine prefigurative relationship-building processes. Youth organizing research has shown that relational and political development are outcomes of participation, but offers limited examples of how these developments co-occur in discourse. Methods I research alongside Chroma, an LGBTQ+-themed community-based youth group whose members offer training to teachers and others about working with LGBTQ+ youth. Drawing on critical ethnography and discourse analysis, I engage the question: What was the character of the social relations Chroma youth organized together as they worked to advance their educational advocacy projects? Findings I develop a notion of educational intimacy, which describes relationships that allow for inclusive and productive engagement in advocacy and learning while also mirroring desired future social configurations. I ground my development of educational intimacy in audio data from Chroma meetings, workdays, and trainings. Contribution I situate educational intimacy in queer theoretic perspectives and existing learning sciences research. I conclude with some open questions about educational intimacy and learning in collective action projects. Educational intimacy offers a way of talking about how relational and political developments co-occur as learning processes in social movement spaces.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"29 1","pages":"52 - 75"},"PeriodicalIF":3.8,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80354637","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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