Pub Date : 2023-08-30DOI: 10.1080/10749039.2023.2251954
Sophia L. Ángeles, Katharina M. Bach, M. F. Orellana
ABSTRACT This manuscript reports on an educational project that was designed to closely link educational theory and practice – or mind, heart, culture, and activity – in a community-engagement course on sociocultural learning theory and ethnographic research. We identify patterned ways in how students connected theory and practice as revealed through an analysis of field notes written across three quarters of instruction about their experiences in an after-school program at an urban elementary school. We draw implications for how undergraduate education can better foster students’ ability to engage with theory in support of transformative educational practice.
{"title":"Connecting mind, heart, culture and activity in an undergraduate service-learning course","authors":"Sophia L. Ángeles, Katharina M. Bach, M. F. Orellana","doi":"10.1080/10749039.2023.2251954","DOIUrl":"https://doi.org/10.1080/10749039.2023.2251954","url":null,"abstract":"ABSTRACT This manuscript reports on an educational project that was designed to closely link educational theory and practice – or mind, heart, culture, and activity – in a community-engagement course on sociocultural learning theory and ethnographic research. We identify patterned ways in how students connected theory and practice as revealed through an analysis of field notes written across three quarters of instruction about their experiences in an after-school program at an urban elementary school. We draw implications for how undergraduate education can better foster students’ ability to engage with theory in support of transformative educational practice.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60181056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-15DOI: 10.1080/10749039.2023.2238684
M. Bakal, Macario Vásquez Reyes
{"title":"From below, on the left & with the earth: Attuning to the relational in learners’ voices through a pedagogy of Buen Vivir","authors":"M. Bakal, Macario Vásquez Reyes","doi":"10.1080/10749039.2023.2238684","DOIUrl":"https://doi.org/10.1080/10749039.2023.2238684","url":null,"abstract":"","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46403578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-27DOI: 10.1080/10749039.2023.2238704
Kalonji Nzinga
{"title":"Cultural resonance: Between hip-hop culture & the sociopolitical development of youth artivists in Palestine","authors":"Kalonji Nzinga","doi":"10.1080/10749039.2023.2238704","DOIUrl":"https://doi.org/10.1080/10749039.2023.2238704","url":null,"abstract":"","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47882697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/10749039.2023.2238733
Charles F. Underwood, M. W. Mahmood, Dirce M. F. Pranzetti, Cecilia Toloza
{"title":"Foregrounding learners’ voices: Enabling zones of audacity","authors":"Charles F. Underwood, M. W. Mahmood, Dirce M. F. Pranzetti, Cecilia Toloza","doi":"10.1080/10749039.2023.2238733","DOIUrl":"https://doi.org/10.1080/10749039.2023.2238733","url":null,"abstract":"","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.1080/10749039.2023.2238700
Arturo Cortez, J. Lizárraga, Andy Castro
{"title":"Interrogating the notion of giving voice: designing for polyphony in game-based learning ecologies","authors":"Arturo Cortez, J. Lizárraga, Andy Castro","doi":"10.1080/10749039.2023.2238700","DOIUrl":"https://doi.org/10.1080/10749039.2023.2238700","url":null,"abstract":"","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42254019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1080/10749039.2023.2208573
Elizabeth Mason-Hale, C. Raffo
ABSTRACT Research and Policy on education and poverty tend to assign causality to “external” factors (i.e., family, peers, schooling) which impact young people’s educational outcomes and hence, become the focal point for moderating interventions. We argue that such ideas overlook the social complexity and fluidity of young people’s evolving lives. To better understand and respond to young people’s living and learning through poverty, we present a Deweyan-Pragmatist exploration of the evolving experiencing of a young person living poverty and associated adversity and yet “doing well” through schooling, one that focuses on a transactionally-oriented understanding of the human condition.
{"title":"Living ‘poor’, learning ‘well’: Dewey’s pragmatic transactional approach for rethinking poverty and education","authors":"Elizabeth Mason-Hale, C. Raffo","doi":"10.1080/10749039.2023.2208573","DOIUrl":"https://doi.org/10.1080/10749039.2023.2208573","url":null,"abstract":"ABSTRACT Research and Policy on education and poverty tend to assign causality to “external” factors (i.e., family, peers, schooling) which impact young people’s educational outcomes and hence, become the focal point for moderating interventions. We argue that such ideas overlook the social complexity and fluidity of young people’s evolving lives. To better understand and respond to young people’s living and learning through poverty, we present a Deweyan-Pragmatist exploration of the evolving experiencing of a young person living poverty and associated adversity and yet “doing well” through schooling, one that focuses on a transactionally-oriented understanding of the human condition.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10749039.2023.2211804
L. Cuvelier
ABSTRACT In activity-oriented ergonomics, developmental issues are discussed in terms of ”constructive activity.” Understanding the link between constructive and productive activities is a considerable challenge. Using two versions of activity theories, we hypothesized that constructive activity is characterized by the expansion of the object of activity within productive activity. An empirical study conducted in anesthesia produced results that describe this expansion during the preparation of anesthesia. Over half of the anesthetists selected a solution they viewed as riskier. Their object was expanded from the situated care production to include their own selves as subjects in development and a form of generalization.
{"title":"Constructive activity and expansion of the object: cross-fertilization between activity theories","authors":"L. Cuvelier","doi":"10.1080/10749039.2023.2211804","DOIUrl":"https://doi.org/10.1080/10749039.2023.2211804","url":null,"abstract":"ABSTRACT In activity-oriented ergonomics, developmental issues are discussed in terms of ”constructive activity.” Understanding the link between constructive and productive activities is a considerable challenge. Using two versions of activity theories, we hypothesized that constructive activity is characterized by the expansion of the object of activity within productive activity. An empirical study conducted in anesthesia produced results that describe this expansion during the preparation of anesthesia. Over half of the anesthetists selected a solution they viewed as riskier. Their object was expanded from the situated care production to include their own selves as subjects in development and a form of generalization.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"30 1","pages":"24 - 41"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48443523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10749039.2023.2243918
Eva Tresserras, M. Querol
ABSTRACT This article presents a theoretical and methodological approach for transforming teaching education toward plurilingualism. We analyzed data from a formative intervention, based on a sociocultural-based teacher education approach. By using the models of reflective practice and double stimulation, we supported 10 language teachers to reconceptualize their practice into more plurilingual models. Findings show how the process of transformation toward plurilingualism takes place through three cognitive moves that teachers come up with to resolve contradictions. We conclude that sociocultural-based teacher education models can play an important role in supporting teachers reconceptualize their practices and thus, allow for professional development.
{"title":"Transforming teaching towards plurilingualism: contributions from reflective practice and a sociocultural approach","authors":"Eva Tresserras, M. Querol","doi":"10.1080/10749039.2023.2243918","DOIUrl":"https://doi.org/10.1080/10749039.2023.2243918","url":null,"abstract":"ABSTRACT This article presents a theoretical and methodological approach for transforming teaching education toward plurilingualism. We analyzed data from a formative intervention, based on a sociocultural-based teacher education approach. By using the models of reflective practice and double stimulation, we supported 10 language teachers to reconceptualize their practice into more plurilingual models. Findings show how the process of transformation toward plurilingualism takes place through three cognitive moves that teachers come up with to resolve contradictions. We conclude that sociocultural-based teacher education models can play an important role in supporting teachers reconceptualize their practices and thus, allow for professional development.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"30 1","pages":"72 - 89"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43872336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10749039.2023.2228295
Artin Göncü, C. Main
ABSTRACT This study presents early childhood teachers’ beliefs and practices about constructivist education. The teachers’ beliefs and practices included three components of constructivism: their professional identity, classroom practices, and negotiations with children’s communities. Despite differences in individual teachers’ descriptions of their identities, all the teachers shared the conviction that construction of knowledge requires a safe classroom environment, considering classroom as a community, pursuing children’s interests, and flexible teacher guidance calibrated according to the children’s needs. The teachers also converged on the belief that construction of knowledge as community practice requires establishing shared understandings with the children’s own communities and school administration.
{"title":"Early Childhood Teacher Narratives on Constructivism","authors":"Artin Göncü, C. Main","doi":"10.1080/10749039.2023.2228295","DOIUrl":"https://doi.org/10.1080/10749039.2023.2228295","url":null,"abstract":"ABSTRACT This study presents early childhood teachers’ beliefs and practices about constructivist education. The teachers’ beliefs and practices included three components of constructivism: their professional identity, classroom practices, and negotiations with children’s communities. Despite differences in individual teachers’ descriptions of their identities, all the teachers shared the conviction that construction of knowledge requires a safe classroom environment, considering classroom as a community, pursuing children’s interests, and flexible teacher guidance calibrated according to the children’s needs. The teachers also converged on the belief that construction of knowledge as community practice requires establishing shared understandings with the children’s own communities and school administration.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"30 1","pages":"42 - 56"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41338060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/10749039.2023.2205391
Dosun Ko, A. Bal, Aaron Bird Bear, Linda Orie, Dian Mawene
ABSTRACT Students from minoritized communities in US public schools face harsher exclusionary discipline, leading to negative academic, social, and emotional outcomes. Racial disproportionality in school discipline is a critical inequity that requires ecologically valid solutions with local stakeholders. The Indigenous Learning Lab (ILL) was implemented to address racial disproportionality that American Indian students experience at a rural high school serving a band of an Anishinaabe nation in the United States. ILL is an inclusive systemic design process informed by cultural historical activity theory and decolonizing methodology. This study explores how ILL facilitated local stakeholders’ utopian future-making by means of Ruth Levitas's (2013) three modes of utopian methodology–utopia as archeology, architecture, and ontological becoming–to dismantle an oppressive settler-colonial school discipline system.
{"title":"Learning lab as a utopian methodology for future making: decolonizing knowledge production toward racial justice in school discipline","authors":"Dosun Ko, A. Bal, Aaron Bird Bear, Linda Orie, Dian Mawene","doi":"10.1080/10749039.2023.2205391","DOIUrl":"https://doi.org/10.1080/10749039.2023.2205391","url":null,"abstract":"ABSTRACT Students from minoritized communities in US public schools face harsher exclusionary discipline, leading to negative academic, social, and emotional outcomes. Racial disproportionality in school discipline is a critical inequity that requires ecologically valid solutions with local stakeholders. The Indigenous Learning Lab (ILL) was implemented to address racial disproportionality that American Indian students experience at a rural high school serving a band of an Anishinaabe nation in the United States. ILL is an inclusive systemic design process informed by cultural historical activity theory and decolonizing methodology. This study explores how ILL facilitated local stakeholders’ utopian future-making by means of Ruth Levitas's (2013) three modes of utopian methodology–utopia as archeology, architecture, and ontological becoming–to dismantle an oppressive settler-colonial school discipline system.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"30 1","pages":"5 - 23"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49504958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：