Pub Date : 2023-01-02DOI: 10.1080/10749039.2023.2248982
Karlyn R. Adams-Wiggins, Aydin Bal, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, Bonnie Nardi, Antti Rajala, A. Stetsenko, Julian Williams
We open this issue welcoming a new member to our Mind, Culture, and Activity editorial collective, Aydin Bal (University of Wisconsin-Madison). Aydin is Professor of Special Education, and recipient of the 2022 Early Career award of the AERA Cultural-Historical Research SIG. Aydin’s knowledge of cultural-historical theories, as well as his experience and background on the interplay between culture, learning, mental health, and social justice, are invaluable to the journal. Aydin further expands our team, contributing to a more diverse leadership in the editorial work we do. The present issue includes five research articles and a book review. The first research article, by Dosun Ko, Aydin Bal, Aaron Bird Bear, Linda Orie, and Dian Mawene, continues a growing body of research drawing from decolonizing epistemologies (Smith, 2021), formative interventions (Engeström, 2016) and utopian methodologies (Rajala et al., 2022)) to redress issues of social justice through CHAT-informed research. Titled “Learning lab as a utopian methodology for future making: decolonizing knowledge production toward racial justice in school discipline,” the article discusses Learning Labs as a praxis-oriented systemic design intervention that facilitates a dialectical interplay between problem identification, that is, critical reflection on systemic contradictions, and problemsolving, that is, collective design actions. It elaborates the specific case of Indigenous Learning Lab (ILL), where local stakeholders’ engage in transformative future-making efforts to design a culturally decolonizing support system to address racial injustice at a rural high school. Using Levitas (2013) work on utopia as a method as their theoretical lens, the authors examine their critical design ethnography work at the high school. This work documented the school community’s “collective endeavor toward decolonizing the future.” The authors studied the ways in which Native American students, families, tribal community members, and non-Native school staff expanded their future sociopolitical imaginations to envision alternative ways of organizing education. Writing from a different and yet closely related tradition of CHAT scholarship – French-speaking activity-oriented ergonomics – Lucie Cuvelier, in “Constructive activity and expansion of the object: cross-fertilization,” also discusses developmental, intervention-based methodologies, but with an emphasis on theory. Cuvelier’s is an empirically-grounded theoretical essay on the relationship between constructive activity and productive activity, two notions that scholars consider “central in activity-oriented approaches to ergonomics . . . focused on developmental issues.” Drawing on French activity theory (Clot, 2009) and the Finnish tradition of Developmental Work Research initiated by Engeström (2016) and colleagues, Cuvelier hypothesizes that “constructive activity is characterized by the expansion of the object of activity within productive ac
{"title":"Editorial vol. 30 issue 1","authors":"Karlyn R. Adams-Wiggins, Aydin Bal, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, Bonnie Nardi, Antti Rajala, A. Stetsenko, Julian Williams","doi":"10.1080/10749039.2023.2248982","DOIUrl":"https://doi.org/10.1080/10749039.2023.2248982","url":null,"abstract":"We open this issue welcoming a new member to our Mind, Culture, and Activity editorial collective, Aydin Bal (University of Wisconsin-Madison). Aydin is Professor of Special Education, and recipient of the 2022 Early Career award of the AERA Cultural-Historical Research SIG. Aydin’s knowledge of cultural-historical theories, as well as his experience and background on the interplay between culture, learning, mental health, and social justice, are invaluable to the journal. Aydin further expands our team, contributing to a more diverse leadership in the editorial work we do. The present issue includes five research articles and a book review. The first research article, by Dosun Ko, Aydin Bal, Aaron Bird Bear, Linda Orie, and Dian Mawene, continues a growing body of research drawing from decolonizing epistemologies (Smith, 2021), formative interventions (Engeström, 2016) and utopian methodologies (Rajala et al., 2022)) to redress issues of social justice through CHAT-informed research. Titled “Learning lab as a utopian methodology for future making: decolonizing knowledge production toward racial justice in school discipline,” the article discusses Learning Labs as a praxis-oriented systemic design intervention that facilitates a dialectical interplay between problem identification, that is, critical reflection on systemic contradictions, and problemsolving, that is, collective design actions. It elaborates the specific case of Indigenous Learning Lab (ILL), where local stakeholders’ engage in transformative future-making efforts to design a culturally decolonizing support system to address racial injustice at a rural high school. Using Levitas (2013) work on utopia as a method as their theoretical lens, the authors examine their critical design ethnography work at the high school. This work documented the school community’s “collective endeavor toward decolonizing the future.” The authors studied the ways in which Native American students, families, tribal community members, and non-Native school staff expanded their future sociopolitical imaginations to envision alternative ways of organizing education. Writing from a different and yet closely related tradition of CHAT scholarship – French-speaking activity-oriented ergonomics – Lucie Cuvelier, in “Constructive activity and expansion of the object: cross-fertilization,” also discusses developmental, intervention-based methodologies, but with an emphasis on theory. Cuvelier’s is an empirically-grounded theoretical essay on the relationship between constructive activity and productive activity, two notions that scholars consider “central in activity-oriented approaches to ergonomics . . . focused on developmental issues.” Drawing on French activity theory (Clot, 2009) and the Finnish tradition of Developmental Work Research initiated by Engeström (2016) and colleagues, Cuvelier hypothesizes that “constructive activity is characterized by the expansion of the object of activity within productive ac","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"30 1","pages":"1 - 4"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45428628","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: 10.1080/10749039.2023.2246947
M. Falikman
In his new book, Michael Tomasello addresses agency, a topic that has recently become a focus of interest for philosophers (see Bayne, 2013) and neuroscientists (e.g., Grünbaum & Christensen, 2020; Haggard, 2017) and that has always been a key topic for activity theory in psychology (Leontiev, 1978). Agency refers to the capacity to perform intentional actions, or, more generally, goal-directed behavior. In the cultural historical activity theory (CHAT), the most recent discussions of agency go far beyond this basic definition, encompassing such phenomena as civic engagement, activism, and social change (Hopwood, 2022; Stetsenko, 2020). However, the definition of agency as “initiative and commitment to transform the context(s) of [. . .] activity” (Kajamaa & Kumpulainen, 2019, p. 201), as will be shown below, is in line with the general trend of the evolution of agency outlined by Tomasello. A renowned researcher of shared intentionality as a key feature of Homo sapiens and its evolution (e.g., Tomasello & Carpenter, 2007; Tomasello et al., 2005), Tomasello here turns to a more basic question of intentionality itself. He puts forward an ambitious goal to trace the evolution of agency which he considers the “first principle” of psychology, or “the organizational framework within which both behavioral and mental processes operate” (Tomasello, 2022, p. 134). Even more importantly, this principle incorporates both ecological and social factors, bridging biological and cultural evolution – an endeavor also intrinsic to activity theory (Engeström, 1987; Leontyev, 1981). Since the beginning of the 20th century, American psychology and CHAT have evolved separately, with a breakdown in communication between American and Soviet researchers. In the middle of that century, CHAT research surged mostly in the Soviet Union, behind the “iron curtain” (for a more detailed discussion, see Toulmin, 1978), and we still observe its consequences. It is somewhat surprising that Tomasello, who has obviously been aware of the quest for the origins and hallmarks of the human mind in the Vygotskian cultural historical approach and who even contributed to its substantiation (e.g., Moll & Tomasello, 2007), sets this framework aside in his new book. At the same time, it is tempting to compare some of his speculations and hypotheses to the evolutionary aspects of activity theory, which is rooted not only in Marxist philosophy but also in Russian evolutionary and comparative biology and neuroscience of the first half of the previous century. Tomasello’s book reads more like a detailed and somewhat repetitive essay elaborating on a couple of basic principles to explain agency, namely: feedback (or multiple comparisons between a goal state and a current state) and levels (“tiers”) of the regulation of behavior, or its hierarchical structure. Still fighting the ghost of behaviorism and its linear stimulus-response paradigm, with its over a centurylong dominance in American psychol
{"title":"Agency, activity, and biocybernetics: On The Evolution of Agency by Michael Tomasello","authors":"M. Falikman","doi":"10.1080/10749039.2023.2246947","DOIUrl":"https://doi.org/10.1080/10749039.2023.2246947","url":null,"abstract":"In his new book, Michael Tomasello addresses agency, a topic that has recently become a focus of interest for philosophers (see Bayne, 2013) and neuroscientists (e.g., Grünbaum & Christensen, 2020; Haggard, 2017) and that has always been a key topic for activity theory in psychology (Leontiev, 1978). Agency refers to the capacity to perform intentional actions, or, more generally, goal-directed behavior. In the cultural historical activity theory (CHAT), the most recent discussions of agency go far beyond this basic definition, encompassing such phenomena as civic engagement, activism, and social change (Hopwood, 2022; Stetsenko, 2020). However, the definition of agency as “initiative and commitment to transform the context(s) of [. . .] activity” (Kajamaa & Kumpulainen, 2019, p. 201), as will be shown below, is in line with the general trend of the evolution of agency outlined by Tomasello. A renowned researcher of shared intentionality as a key feature of Homo sapiens and its evolution (e.g., Tomasello & Carpenter, 2007; Tomasello et al., 2005), Tomasello here turns to a more basic question of intentionality itself. He puts forward an ambitious goal to trace the evolution of agency which he considers the “first principle” of psychology, or “the organizational framework within which both behavioral and mental processes operate” (Tomasello, 2022, p. 134). Even more importantly, this principle incorporates both ecological and social factors, bridging biological and cultural evolution – an endeavor also intrinsic to activity theory (Engeström, 1987; Leontyev, 1981). Since the beginning of the 20th century, American psychology and CHAT have evolved separately, with a breakdown in communication between American and Soviet researchers. In the middle of that century, CHAT research surged mostly in the Soviet Union, behind the “iron curtain” (for a more detailed discussion, see Toulmin, 1978), and we still observe its consequences. It is somewhat surprising that Tomasello, who has obviously been aware of the quest for the origins and hallmarks of the human mind in the Vygotskian cultural historical approach and who even contributed to its substantiation (e.g., Moll & Tomasello, 2007), sets this framework aside in his new book. At the same time, it is tempting to compare some of his speculations and hypotheses to the evolutionary aspects of activity theory, which is rooted not only in Marxist philosophy but also in Russian evolutionary and comparative biology and neuroscience of the first half of the previous century. Tomasello’s book reads more like a detailed and somewhat repetitive essay elaborating on a couple of basic principles to explain agency, namely: feedback (or multiple comparisons between a goal state and a current state) and levels (“tiers”) of the regulation of behavior, or its hierarchical structure. Still fighting the ghost of behaviorism and its linear stimulus-response paradigm, with its over a centurylong dominance in American psychol","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"30 1","pages":"90 - 96"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43631011","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: 10.1080/10749039.2023.2212650
Xianyu Meng, M. Fleer, Liang Li, Marie Hammer
ABSTRACT As a critical developmental goal, emotion regulation (ER) for young children in orphanages has yet to be fully understood. This paper explores how co-experiencing of dramatic interactions in playworlds supports a child’s resolution and regulation of emotions in an institutional care setting in China. 49 hours of video data were analysed with the cultural-historical concepts of catharsis and perezhivanie. Findings show that catharsis as a crucial aspect of ER development takes the form of a triadic relationship between emotions, imagination, and drama. Together they create conditions for the child to reorganize the person-environment unity, which helps shape the child’s further development.
{"title":"A cultural-historical study of emotions in play: catharsis and perezhivanie in an institutional care setting","authors":"Xianyu Meng, M. Fleer, Liang Li, Marie Hammer","doi":"10.1080/10749039.2023.2212650","DOIUrl":"https://doi.org/10.1080/10749039.2023.2212650","url":null,"abstract":"ABSTRACT As a critical developmental goal, emotion regulation (ER) for young children in orphanages has yet to be fully understood. This paper explores how co-experiencing of dramatic interactions in playworlds supports a child’s resolution and regulation of emotions in an institutional care setting in China. 49 hours of video data were analysed with the cultural-historical concepts of catharsis and perezhivanie. Findings show that catharsis as a crucial aspect of ER development takes the form of a triadic relationship between emotions, imagination, and drama. Together they create conditions for the child to reorganize the person-environment unity, which helps shape the child’s further development.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"30 1","pages":"57 - 71"},"PeriodicalIF":1.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43063938","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 : 2022-10-02DOI: 10.1080/10749039.2023.2185258
J. D. Adams, Jrène Rahm, S. Kayumova, Carol B. Brandt
ABSTRACT This special issue offers empirically rich accounts of research that make the ingenuities and brilliance of BIPOC learners visible “replacing entrenched assumptions about where we see ingenuity and how we recognize it.” The articles in this issue embrace the strengths and creativity of BIPOC learners by deliberately shifting away from deficit-based thinking. These accounts of learning focus on new ways of seeing, uplifting, and leveraging learners’ cultural, historical, and identity backgrounds. The articles essentially document learning of “border crossers” who as fugitives have “to learn to negotiate the power, violence, cruelty of the dominant culture”. They also imply accounts that go beyond the recounting of their “lived histories, restricted languages, and narrow cultural experiences” by critically unpacking and engaging with the imagery and discourses of dominant culture.
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Pub Date : 2022-10-02DOI: 10.1080/10749039.2022.2152050
K. Aronsson, Ylva Ågren
ABSTRACT This study documents siblings’ gameplay in detail. Animation has traditionally been seen as a part of game software, but this ethnographic study shows how siblings animate play when talking to game characters as if they are alive, deploying a number of conversational resources for animating talk – response cries, name calling, and “talking back” – fueling and embellishing play. Gameplay thereby involves collaborative action and shifting alignments, both with game characters and with elder or younger siblings. The findings show that animations form parts of children’s emerging gameplay expertise and collaborative action, extending prior work on the architecture of play.
{"title":"Animation in children’s gameplay: collaborative action and sibling play","authors":"K. Aronsson, Ylva Ågren","doi":"10.1080/10749039.2022.2152050","DOIUrl":"https://doi.org/10.1080/10749039.2022.2152050","url":null,"abstract":"ABSTRACT This study documents siblings’ gameplay in detail. Animation has traditionally been seen as a part of game software, but this ethnographic study shows how siblings animate play when talking to game characters as if they are alive, deploying a number of conversational resources for animating talk – response cries, name calling, and “talking back” – fueling and embellishing play. Gameplay thereby involves collaborative action and shifting alignments, both with game characters and with elder or younger siblings. The findings show that animations form parts of children’s emerging gameplay expertise and collaborative action, extending prior work on the architecture of play.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"374 - 389"},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41990475","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 : 2022-10-02DOI: 10.1080/10749039.2023.2188222
Karlyn R. Adams-Wiggins, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams
The present issue includes a Special Issue on the topic Unpacking Signs of Learning in Complex Sociopolitical Environments, guest edited by Jennifer D. Adams, Jrene Rahm, Shakhnoza Kayumova, and Carol Brandt, as well as two regular research articles. The editors of the Special Issue provide a comprehensive introduction to the themes and perspectives of the papers. Relationality is a grounding notion running through the papers in the issue. Joe Curnow’s “Restating situated learning within radicalized and colonial social relations” acknowledges the influence of Lave and Wenger’s situated learning theory while observing that within the situated learning perspective, “social relations of racialization and colonialism are largely overlooked.” Curnow notes that her work builds on large, deep literatures that examine these processes, and she is bringing them into situated learning and community of practive frameworks. These frameworks have had a vast reach, even entering corporate training curricula, so Curnow’s expansion and development of racialization and colonialism within this purview is timely and productive. Meixi’s “Toward gentle futures: Co-developing axiological commitments and alliances among humans and the greater living world at school” considers ways of “deepening human responsibilities with plant, animal, and celestial nations, lands, waters, and the spirt world” through “relational becoming.” The case study concerns a student and teacher in an urban Indigenous school in Thailand. Through dialog, student and teacher explore ethical ways to fish for food (a human need) yet not lose sight of the fishes’ being. Rather than a “rights” framework in which humans grant rights and therefore retain supremacy, the student and teacher consider alliances (emphasis added) that move toward “consensual interdependency between humans and fish.” This is a novel and important way to think about how humans can radically transform relations with non-human subjects, something we must do as we encounter planetary resource limits. Sepehr Vakil and Maxine McKinney de Royston’s “Youth as philosophers of technology” turns “computing” on its design-coding-tinkering head by exploring how youth can conduct artistic, moral, and humanistic inquiry into what technology is by considering its fundamental political, social, and economic aspects. The authors use the philosophy of pragmatism to encourage youth to become “pragmatic philosophers of technology,” in particular extending pragmatism to account for dynamics of race and power that shape learning. The authors note that technology debates have fossilized into it’s-good or it’s-bad, while the youthful philosophers were able to adopt a critical stance “embrac[ing] multiplicity, contingency, and complexity.” STEM is burdened by the belief that computing is about coding and building. It lacks sufficient attention to what is being built and for whom. This paper signposts the moral, the aesthetic, and the political as imper
本期包括一期特刊，主题为“在复杂的社会政治环境中打开学习的迹象”，由Jennifer D. Adams, Jrene Rahm, Shakhnoza Kayumova和Carol Brandt客座编辑，以及两篇常规研究文章。特刊的编辑提供了一个全面的介绍主题和观点的论文。关系是贯穿这期论文的一个基本概念。Joe Curnow的“重申激进和殖民社会关系中的情境学习”承认Lave和Wenger情境学习理论的影响，同时观察到在情境学习的视角下，“种族化和殖民主义的社会关系在很大程度上被忽视了。”Curnow指出，她的工作建立在大量深入的文献基础上，这些文献研究了这些过程，她正在将它们带入情境学习和实践框架社区。这些框架具有广泛的影响力，甚至进入了企业培训课程，因此Curnow在这一范围内对种族化和殖民主义的扩展和发展是及时而富有成效的。梅溪的《走向温柔的未来:在学校里共同发展人类和更大的生命世界之间的价值论承诺和联盟》考虑了通过“关系成为”来“加深人类对植物、动物和天体国家、土地、水和精神世界的责任”的方法。本案例研究涉及泰国一所城市土著学校的一名学生和一名教师。通过对话，学生和老师探讨以道德的方式捕捞食物(人类的需要)，但不忽视鱼的存在。在“权利”框架中，人类授予权利并因此保持至高无上的地位，而学生和教师考虑的是朝着“人与鱼之间自愿相互依赖”的方向发展的联盟(强调添加)。这是一种新颖而重要的方式来思考人类如何从根本上改变与非人类主体的关系，这是我们在遇到地球资源限制时必须做的事情。Sepehr Vakil和Maxine McKinney de Royston的《作为技术哲学家的青年》一书通过探索青年如何通过考虑其基本的政治、社会和经济方面来对技术进行艺术、道德和人文探索，从而将“计算”的设计-编码-修复的头脑转变为“计算”。作者使用实用主义哲学来鼓励年轻人成为“技术的实用主义哲学家”，特别是将实用主义扩展到解释影响学习的种族和权力的动态。作者注意到，关于技术的争论已经僵化为好与坏，而年轻的哲学家们能够采取一种批判的立场，“拥抱多样性、偶然性和复杂性”。STEM被一种信念所拖累，即计算就是编码和构建。它缺乏对正在建造什么和为谁建造的足够关注。本文指出，在设计和部署技术时，道德、美学和政治是必不可少的。另外两篇研究文章补充了本期的版面。Karlyn Adams-Wiggings和Julia S. Dancis在他们的文章《基于探究的科学学习环境中的边缘性:排斥级联的作用》中，与Curnow在特刊上的文章非常一致，谈到了协作学习实践方法社区的潜力和局限性。更具体地说，作者警告说，不加批判地将实践社区方法应用于边缘化的风险，这可能导致“去历史化”它旨在研究和强化“适应主义精神……”的背景。权力在协作学习中的作用。”为了使这种风险可见，并提供更好地将参与者置于其历史背景中的理论化的替代方法，作者提出了一个微观遗传学案例研究，研究了7年级探究科学背景下的身份和动机过程。为了更好地将边缘化、能力和归属感的概念历史化，作者借鉴了劳动分工和异化的概念，因为这些概念适用于教育背景。这涉及到，首先，将学校教育理解为资本主义社会再生产的一部分，《思想、文化与活动2022》，第29卷，第2期。4,293 - 294 https://doi.org/10.1080/10749039.2023.2188222
{"title":"Editorial Volume 29, Issue 4","authors":"Karlyn R. Adams-Wiggins, S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams","doi":"10.1080/10749039.2023.2188222","DOIUrl":"https://doi.org/10.1080/10749039.2023.2188222","url":null,"abstract":"The present issue includes a Special Issue on the topic Unpacking Signs of Learning in Complex Sociopolitical Environments, guest edited by Jennifer D. Adams, Jrene Rahm, Shakhnoza Kayumova, and Carol Brandt, as well as two regular research articles. The editors of the Special Issue provide a comprehensive introduction to the themes and perspectives of the papers. Relationality is a grounding notion running through the papers in the issue. Joe Curnow’s “Restating situated learning within radicalized and colonial social relations” acknowledges the influence of Lave and Wenger’s situated learning theory while observing that within the situated learning perspective, “social relations of racialization and colonialism are largely overlooked.” Curnow notes that her work builds on large, deep literatures that examine these processes, and she is bringing them into situated learning and community of practive frameworks. These frameworks have had a vast reach, even entering corporate training curricula, so Curnow’s expansion and development of racialization and colonialism within this purview is timely and productive. Meixi’s “Toward gentle futures: Co-developing axiological commitments and alliances among humans and the greater living world at school” considers ways of “deepening human responsibilities with plant, animal, and celestial nations, lands, waters, and the spirt world” through “relational becoming.” The case study concerns a student and teacher in an urban Indigenous school in Thailand. Through dialog, student and teacher explore ethical ways to fish for food (a human need) yet not lose sight of the fishes’ being. Rather than a “rights” framework in which humans grant rights and therefore retain supremacy, the student and teacher consider alliances (emphasis added) that move toward “consensual interdependency between humans and fish.” This is a novel and important way to think about how humans can radically transform relations with non-human subjects, something we must do as we encounter planetary resource limits. Sepehr Vakil and Maxine McKinney de Royston’s “Youth as philosophers of technology” turns “computing” on its design-coding-tinkering head by exploring how youth can conduct artistic, moral, and humanistic inquiry into what technology is by considering its fundamental political, social, and economic aspects. The authors use the philosophy of pragmatism to encourage youth to become “pragmatic philosophers of technology,” in particular extending pragmatism to account for dynamics of race and power that shape learning. The authors note that technology debates have fossilized into it’s-good or it’s-bad, while the youthful philosophers were able to adopt a critical stance “embrac[ing] multiplicity, contingency, and complexity.” STEM is burdened by the belief that computing is about coding and building. It lacks sufficient attention to what is being built and for whom. This paper signposts the moral, the aesthetic, and the political as imper","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"293 - 294"},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41538463","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 : 2022-10-02DOI: 10.1080/10749039.2022.2142242
Meixi
ABSTRACT Maturing into ethical human beings is not just an important dimension of human development, it is central to the continued survival and thriving of our species. Viewed through experiences of Arm (student) and Noom (teacher) in an urban Indigenous school in Thailand, this article uplifts gentle ways of being and becoming as important pathways toward enacting more social and ecologically just worlds. I consider the ways the pair became gentle learning environments for the other and how homeland lessons designed and taught by Indigenous students to their teachers created conditions for the joint development of axiologies and alliances with the natural world, and ultimately Indigenous futures. I ask: How might we “unpack the signs” of relational becoming in interaction – the axiological and alliance-building work among humans and others in the natural world? I present three episodes between Arm and Noom as they co-develop ethical stances, specifically human-fish relations. I find the pair engaged in various gentle futurity gestures – poetic, dialogic, responsive practices that attune to the dynamic agency of living beings in everyday ways. I illustrate how political possibilities of re-designing schools emerge from these gentle gestures and carry with them renewed possibilities of cultivating more liveable worlds.
{"title":"Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school","authors":"Meixi","doi":"10.1080/10749039.2022.2142242","DOIUrl":"https://doi.org/10.1080/10749039.2022.2142242","url":null,"abstract":"ABSTRACT Maturing into ethical human beings is not just an important dimension of human development, it is central to the continued survival and thriving of our species. Viewed through experiences of Arm (student) and Noom (teacher) in an urban Indigenous school in Thailand, this article uplifts gentle ways of being and becoming as important pathways toward enacting more social and ecologically just worlds. I consider the ways the pair became gentle learning environments for the other and how homeland lessons designed and taught by Indigenous students to their teachers created conditions for the joint development of axiologies and alliances with the natural world, and ultimately Indigenous futures. I ask: How might we “unpack the signs” of relational becoming in interaction – the axiological and alliance-building work among humans and others in the natural world? I present three episodes between Arm and Noom as they co-develop ethical stances, specifically human-fish relations. I find the pair engaged in various gentle futurity gestures – poetic, dialogic, responsive practices that attune to the dynamic agency of living beings in everyday ways. I illustrate how political possibilities of re-designing schools emerge from these gentle gestures and carry with them renewed possibilities of cultivating more liveable worlds.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"316 - 335"},"PeriodicalIF":1.9,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47402024","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 : 2022-07-03DOI: 10.1080/10749039.2022.2133144
L. Lipponen, Annukka Pursi
ABSTRACT Although grief is common in children’s lives, it is under-researched and undertheorized. The aim of our study is to investigate children’s grief as a cultural activity that consists of repertoires of practices in institutional early childhood education and care (ECEC). ECEC is a central site where grief is learned and practiced. Taking a cultural-historical approach using ethnographically inspired research methods, we analyzed interaction in the contexts of separation, absence of a parent, and social exclusion. We focused on the moments of grief, demonstrating how children and adults organize their social encounters and interactional history, and engage in rich repertoires of practices. We discuss the conditions for recognizing grief in institutional ECEC.
{"title":"Children’s grief: repertoires of practices in institutional early childhood education and care","authors":"L. Lipponen, Annukka Pursi","doi":"10.1080/10749039.2022.2133144","DOIUrl":"https://doi.org/10.1080/10749039.2022.2133144","url":null,"abstract":"ABSTRACT Although grief is common in children’s lives, it is under-researched and undertheorized. The aim of our study is to investigate children’s grief as a cultural activity that consists of repertoires of practices in institutional early childhood education and care (ECEC). ECEC is a central site where grief is learned and practiced. Taking a cultural-historical approach using ethnographically inspired research methods, we analyzed interaction in the contexts of separation, absence of a parent, and social exclusion. We focused on the moments of grief, demonstrating how children and adults organize their social encounters and interactional history, and engage in rich repertoires of practices. We discuss the conditions for recognizing grief in institutional ECEC.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"215 - 235"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42028169","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 : 2022-07-03DOI: 10.1080/10749039.2022.2133143
Michal Gleitman, Bracha Nir
ABSTRACT The paper presents an in-depth analysis of a shared mother-toddler book-reading activity. We build on critiques of progressive approaches to child education and warn against the subtle subversion of children’s agency. Our praxis-based analysis interprets the child’s initiatives as they emerge dynamically during the interaction, revealing their underlying systematic structure independently of the predetermined trajectory prescribed by the mother’s goals and guidance. We argue that an account of child agency must consider the uneven power dynamics between children and adults and how it influences the child’s legitimacy to affect transformation that transcends their initial position in the activity.
{"title":"“Where did you go to?” recognizing child agency as it emerges dynamically in interaction","authors":"Michal Gleitman, Bracha Nir","doi":"10.1080/10749039.2022.2133143","DOIUrl":"https://doi.org/10.1080/10749039.2022.2133143","url":null,"abstract":"ABSTRACT The paper presents an in-depth analysis of a shared mother-toddler book-reading activity. We build on critiques of progressive approaches to child education and warn against the subtle subversion of children’s agency. Our praxis-based analysis interprets the child’s initiatives as they emerge dynamically during the interaction, revealing their underlying systematic structure independently of the predetermined trajectory prescribed by the mother’s goals and guidance. We argue that an account of child agency must consider the uneven power dynamics between children and adults and how it influences the child’s legitimacy to affect transformation that transcends their initial position in the activity.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"236 - 255"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42859497","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 : 2022-07-03DOI: 10.1080/10749039.2022.2153870
J. Wargo, Melita Morales, Ali R. Blake, Alexander Corbitt, Joseph Madres
ABSTRACT This article draws on video data from a larger empirical project tracing how five adults learned to escape a series of complex multi-linear escape rooms. Zeroing in one room, The Author’s Enigma, it interrogates sound as a design feature and more-than-representational resource that co-produced play. Refracted through more conceptual and methodological conversations concerning the sonic, analyses highlight how sound mediated participant interaction and shaped the encounter of escape through affective sonic encounters. As this article suggests, sound was both a mediating resource and an atmosphere. Using transcription as theory, authors demonstrate how sound – as an atmosphere and vibrational force – forwarded activity and produced moments of affective resonance.
{"title":"Sounding escape: examining the sonic contours of play and story in The Author’s Enigma","authors":"J. Wargo, Melita Morales, Ali R. Blake, Alexander Corbitt, Joseph Madres","doi":"10.1080/10749039.2022.2153870","DOIUrl":"https://doi.org/10.1080/10749039.2022.2153870","url":null,"abstract":"ABSTRACT This article draws on video data from a larger empirical project tracing how five adults learned to escape a series of complex multi-linear escape rooms. Zeroing in one room, The Author’s Enigma, it interrogates sound as a design feature and more-than-representational resource that co-produced play. Refracted through more conceptual and methodological conversations concerning the sonic, analyses highlight how sound mediated participant interaction and shaped the encounter of escape through affective sonic encounters. As this article suggests, sound was both a mediating resource and an atmosphere. Using transcription as theory, authors demonstrate how sound – as an atmosphere and vibrational force – forwarded activity and produced moments of affective resonance.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"269 - 287"},"PeriodicalIF":1.9,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45905348","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}
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