Pub Date : 2021-04-03DOI: 10.1080/10749039.2021.1908364
L. Black, S. Choudry, Emilia Howker, Rebecca Phillips, David Swanson, J. Williams
ABSTRACT The Funds of Knowledge (FOK) and Funds of Identity (FOI) approaches have demonstrated potential in engaging school curricula with the lived experiences of disadvantaged communities. However, both approaches are not without critique. Our own previous work (drawing on Bourdieu) highlights how FOK/FOI methodologies can result in surfacing exchange value (capital) in the home in ways that re-position some students’ access to the school curriculum, while leaving hegemonic practices of schooling unchallenged. In this paper, we propose a new theorization of funds as a cultural commodity of “knowing-in-practice”. Following Marx, this commodity is seen as a dialectical unity of use and exchange value – a relation that implies development arising through internal contradictions. We exemplify this empirically through an analysis of the Mexican American Studies (MAS) program. We illustrate how MAS harnessed students’ lived experience of oppression into a commodity through a critical curriculum which questions the system (use value) whilst offering exchange value through standardized assessment. This contradictory relation can imply development – for students and the system – if socio-material forces engage favorably. Viewing “funds” as a cultural commodity helps to understand and predict developments arising in practice, and may help identify practical action that exploits such contradictions.
{"title":"Realigning Funds of Identity with struggle against capital: the contradictory unity of use and exchange value in cultural fields","authors":"L. Black, S. Choudry, Emilia Howker, Rebecca Phillips, David Swanson, J. Williams","doi":"10.1080/10749039.2021.1908364","DOIUrl":"https://doi.org/10.1080/10749039.2021.1908364","url":null,"abstract":"ABSTRACT The Funds of Knowledge (FOK) and Funds of Identity (FOI) approaches have demonstrated potential in engaging school curricula with the lived experiences of disadvantaged communities. However, both approaches are not without critique. Our own previous work (drawing on Bourdieu) highlights how FOK/FOI methodologies can result in surfacing exchange value (capital) in the home in ways that re-position some students’ access to the school curriculum, while leaving hegemonic practices of schooling unchallenged. In this paper, we propose a new theorization of funds as a cultural commodity of “knowing-in-practice”. Following Marx, this commodity is seen as a dialectical unity of use and exchange value – a relation that implies development arising through internal contradictions. We exemplify this empirically through an analysis of the Mexican American Studies (MAS) program. We illustrate how MAS harnessed students’ lived experience of oppression into a commodity through a critical curriculum which questions the system (use value) whilst offering exchange value through standardized assessment. This contradictory relation can imply development – for students and the system – if socio-material forces engage favorably. Viewing “funds” as a cultural commodity helps to understand and predict developments arising in practice, and may help identify practical action that exploits such contradictions.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"97 - 110"},"PeriodicalIF":1.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1908364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45193239","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 : 2021-04-03DOI: 10.1080/10749039.2021.1908363
Monique Verhoeven, J. Polman, B. Zijlstra, M. Volman
ABSTRACT A conceptual framework is presented to understand and study the role of students’ agency in their school (dis-)engagement from a Funds of Identity (FoI) perspective. The framework includes the notion of agency combined with Funds of Learner Identity (FoLI): learning preferences that can be considered part of people’s Funds of Identity. The framework holds that students manifest agency to negotiate engaging learning experiences when the school’s affordances and constraints are considerably relatable to their FoLI and allow them to define themselves in desired ways. However, adolescents who feel that possibilities to engage their FoLI are rather limited in school are expected to turn to other contexts to learn, such as home, peer groups and workplaces. An exemplary case study is presented to illustrate the framework and implications are discussed.
{"title":"Creating space for agency: a conceptual framework to understand and study adolescents’ school engagement from a Funds of Identity perspective","authors":"Monique Verhoeven, J. Polman, B. Zijlstra, M. Volman","doi":"10.1080/10749039.2021.1908363","DOIUrl":"https://doi.org/10.1080/10749039.2021.1908363","url":null,"abstract":"ABSTRACT A conceptual framework is presented to understand and study the role of students’ agency in their school (dis-)engagement from a Funds of Identity (FoI) perspective. The framework includes the notion of agency combined with Funds of Learner Identity (FoLI): learning preferences that can be considered part of people’s Funds of Identity. The framework holds that students manifest agency to negotiate engaging learning experiences when the school’s affordances and constraints are considerably relatable to their FoLI and allow them to define themselves in desired ways. However, adolescents who feel that possibilities to engage their FoLI are rather limited in school are expected to turn to other contexts to learn, such as home, peer groups and workplaces. An exemplary case study is presented to illustrate the framework and implications are discussed.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"125 - 137"},"PeriodicalIF":1.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1908363","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44908365","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 : 2021-04-03DOI: 10.1080/10749039.2021.1913751
M. Esteban-Guitart
ABSTRACT Since the notion of funds of identity was first proposed, a large number of related works have followed, most of which have been reviewed recently by Hogg and Volman (2020). This special issue is a step forward both in the conceptualization of the construct, and in its educational applications. Three developments in particular are considered. The first deals with the directive and prospective nature of funds of identity, linked to the higher psychological processes, such as imagination, agency or creativity. Second, there is the idea of establishing identity work as a curricular subject in itself, and as a vehicle for the critical understanding/transformation of oneself and of one’s surrounding reality. Third, the range of methodological resources and educational practices that are used to identify, generate and exploit funds of identity is increasingly. The notion of funds of identity is furthermore re-conceptualized in two ways: first as an ongoing, subjective, social and cultural, generative-directive process, grounded in our embodied experience of the world and in social interactions, and second, as symbolic resources that are used to give meaning to oneself and help to project, plan and organize life projects, and a critical understanding of reality.
{"title":"Advancing the funds of identity theory: a critical and unfinished dialogue","authors":"M. Esteban-Guitart","doi":"10.1080/10749039.2021.1913751","DOIUrl":"https://doi.org/10.1080/10749039.2021.1913751","url":null,"abstract":"ABSTRACT Since the notion of funds of identity was first proposed, a large number of related works have followed, most of which have been reviewed recently by Hogg and Volman (2020). This special issue is a step forward both in the conceptualization of the construct, and in its educational applications. Three developments in particular are considered. The first deals with the directive and prospective nature of funds of identity, linked to the higher psychological processes, such as imagination, agency or creativity. Second, there is the idea of establishing identity work as a curricular subject in itself, and as a vehicle for the critical understanding/transformation of oneself and of one’s surrounding reality. Third, the range of methodological resources and educational practices that are used to identify, generate and exploit funds of identity is increasingly. The notion of funds of identity is furthermore re-conceptualized in two ways: first as an ongoing, subjective, social and cultural, generative-directive process, grounded in our embodied experience of the world and in social interactions, and second, as symbolic resources that are used to give meaning to oneself and help to project, plan and organize life projects, and a critical understanding of reality.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"169 - 179"},"PeriodicalIF":1.9,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1913751","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45642874","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 : 2021-01-14DOI: 10.1080/10749039.2020.1863428
D. Walker, José-Luis Lalueza, Carolayn Marín, Elisabeth VanBeek
ABSTRACT This paperargues for the development of the imagination experientially, pedagogically, and theoretically within the funds of identity approach. Our discussion is based on findings from a year-long ethnographic study of a Transnational Youth Radio project. The analysis centers on the case of 13-year old Muhammad in the context of his school-based Barcelona radio program. We present two examples from his case that illuminate the potential and challenges of using funds of identity in highly diverse learning contexts, how the imagination is implicated in these processes, and how educators can guide the imagination to support the expansion of the learning experience. The first example describes an event in which the use of an identity artifact involving religious affiliation gave rise to intercultural tension and the foreclosure of dialogue, due to lack of guidance of the imagination related to perspective-taking. The second example focuses on a group art project, in which the cultural experience guiding the collective imagination resulted in positive identity performances, perspective-taking, and interdependence. To conclude, we propose directions for future inquiry and the design of learning environments that can guide the development of the imagination within the funds of identity framework.
{"title":"Developing the imagination within funds of identity: insights from translocal youth radio","authors":"D. Walker, José-Luis Lalueza, Carolayn Marín, Elisabeth VanBeek","doi":"10.1080/10749039.2020.1863428","DOIUrl":"https://doi.org/10.1080/10749039.2020.1863428","url":null,"abstract":"ABSTRACT This paperargues for the development of the imagination experientially, pedagogically, and theoretically within the funds of identity approach. Our discussion is based on findings from a year-long ethnographic study of a Transnational Youth Radio project. The analysis centers on the case of 13-year old Muhammad in the context of his school-based Barcelona radio program. We present two examples from his case that illuminate the potential and challenges of using funds of identity in highly diverse learning contexts, how the imagination is implicated in these processes, and how educators can guide the imagination to support the expansion of the learning experience. The first example describes an event in which the use of an identity artifact involving religious affiliation gave rise to intercultural tension and the foreclosure of dialogue, due to lack of guidance of the imagination related to perspective-taking. The second example focuses on a group art project, in which the cultural experience guiding the collective imagination resulted in positive identity performances, perspective-taking, and interdependence. To conclude, we propose directions for future inquiry and the design of learning environments that can guide the development of the imagination within the funds of identity framework.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"180 - 194"},"PeriodicalIF":1.9,"publicationDate":"2021-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2020.1863428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45594979","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 : 2021-01-02DOI: 10.1080/10749039.2021.1882500
Ava Jackson
ABSTRACT The apparent disconnect between the theoretical breadth of critical pedagogies and practice-based research creates challenges for educators wanting to implement critical pedagogy frameworks. I offer a case-study of a critical arts after school program, Hip-Hop Learners, to explore the ways design principles functioned as cultural artifacts, mediating the relationship between critical theory and pedagogical practice. Drawing upon ethnographic and theories of action methodologies, the primary design principles of Hip-Hop Learners were apprenticing youth in domain practices and dispositions, supporting heterogeneity in learning pathways and interests, and fostering youth agency in shaping their learning trajectories. These design principles were most salient when educators responded to students’ needs in the moment, reflecting a practice called pedagogical improvisation. Pedagogical improvisation helped connect the theoretical value of the design principles to their pedagogical actuality, demonstrating how design principles were not static theoretical constructs but fluid and pedagogically contextual artifacts for expanding learning opportunities. These findings offer insights for supporting critical educators by interrogating 1) the exogenous and endogenous nature of design principles as cultural artifacts, 2) pedagogical improvisation to support critical reflection and praxis, and 3) the risks of replicating teacher-centered pedagogies.
{"title":"Design principles as cultural artifacts: Pedagogical improvisation and the bridging of critical theory and teaching practice","authors":"Ava Jackson","doi":"10.1080/10749039.2021.1882500","DOIUrl":"https://doi.org/10.1080/10749039.2021.1882500","url":null,"abstract":"ABSTRACT The apparent disconnect between the theoretical breadth of critical pedagogies and practice-based research creates challenges for educators wanting to implement critical pedagogy frameworks. I offer a case-study of a critical arts after school program, Hip-Hop Learners, to explore the ways design principles functioned as cultural artifacts, mediating the relationship between critical theory and pedagogical practice. Drawing upon ethnographic and theories of action methodologies, the primary design principles of Hip-Hop Learners were apprenticing youth in domain practices and dispositions, supporting heterogeneity in learning pathways and interests, and fostering youth agency in shaping their learning trajectories. These design principles were most salient when educators responded to students’ needs in the moment, reflecting a practice called pedagogical improvisation. Pedagogical improvisation helped connect the theoretical value of the design principles to their pedagogical actuality, demonstrating how design principles were not static theoretical constructs but fluid and pedagogically contextual artifacts for expanding learning opportunities. These findings offer insights for supporting critical educators by interrogating 1) the exogenous and endogenous nature of design principles as cultural artifacts, 2) pedagogical improvisation to support critical reflection and praxis, and 3) the risks of replicating teacher-centered pedagogies.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"61 - 81"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1882500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45829414","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 : 2021-01-02DOI: 10.1080/10749039.2021.1874419
A. Stetsenko
Writing a commentary on the paper by Yrjö Engeström and Annalisa Sannino is an important chance to invite these authors to a dialogue, and, quite critically, invite others to this dialogue and to a muchneeded broader conversation about this work and CHAT, in general, including its history, current status, and prospects for the future. This is important, I believe, not only because the paper presents influential works by these authors, takes stock of their trajectory and new advancements, and posits a transition into exciting new territories (and even into the next, as the authors call it, fourth generation of activity theory), but also because there has been a dearth of conversations cutting across and reaching beyond several rather independent, or at least sparsely connected, directions and research orientations within CHAT. One more reason, and the most critical one to me, is the rapidly changing, dramatic sociopolitical and economic dynamics we are currently witnessing. These dynamics did not start just now – they are unfolding with unprecedented force since at least the world economic crisis of 2008, and, of course, there had been dramatic changes before, albeit perhaps more hidden, at least from the view of the global North and its privileged populations including those in academia. As Cornel West wrote in 1991 (West, 1991, p. 1), “America is in the midst of a massive social breakdown. Never before in U.S. history has national decline and cultural decay so thoroughly shaken people’s confidence in their capacity to respond to present-day problems” (cf. earlier statements, e.g., W.E.B. Du Bois, 1961; Anzaldúa & Moraga, 1983; and powerful voices of resistance such as James Baldwin and Angela Davis, among many others). Now, however, the pandemic and the resurgence of political movements and resistance exposing systemic injustices, especially racial ones, have added important extra layers to the global crisis. We are currently in an acute crisis, if not an apocalyptic catastrophe, witnessing turmoil of a drastic, monumental, and farreaching nature and proportions. This crisis cannot be ignored in discussing CHAT, our scholarship, the fate of academia, and the very prospects of our future lives and survival. CHAT was born of the dramatic cataclysms of the early 20 century and their climax in the Russian revolution, coming to embody many formative features and constituents of this revolution’s ethos, even if these were lost or subdued in the following decades and into the present (as Vygotsky became “domesticated”, just like Paulo Freire too, see Stetsenko & Arievitch, 2004a). Now that we find ourselves in a situation with similar contours, predicaments, and challenges, we might want – or, rather, we are powerfully compelled and called upon – to radically and unequivocally reconsider, reevaluate, and refashion many of our received notions and approaches. I believe we are also compelled to take a stand and be clear as to which political causes and c
{"title":"Scholarship in the context of a historic socioeconomic and political turmoil: Reassessing and taking stock of CHAT. Commentary on Y. Engeström and A. Sannino “from mediated actions to heterogenous coalitions: four generations of activity-theoretical studies of work and learning”","authors":"A. Stetsenko","doi":"10.1080/10749039.2021.1874419","DOIUrl":"https://doi.org/10.1080/10749039.2021.1874419","url":null,"abstract":"Writing a commentary on the paper by Yrjö Engeström and Annalisa Sannino is an important chance to invite these authors to a dialogue, and, quite critically, invite others to this dialogue and to a muchneeded broader conversation about this work and CHAT, in general, including its history, current status, and prospects for the future. This is important, I believe, not only because the paper presents influential works by these authors, takes stock of their trajectory and new advancements, and posits a transition into exciting new territories (and even into the next, as the authors call it, fourth generation of activity theory), but also because there has been a dearth of conversations cutting across and reaching beyond several rather independent, or at least sparsely connected, directions and research orientations within CHAT. One more reason, and the most critical one to me, is the rapidly changing, dramatic sociopolitical and economic dynamics we are currently witnessing. These dynamics did not start just now – they are unfolding with unprecedented force since at least the world economic crisis of 2008, and, of course, there had been dramatic changes before, albeit perhaps more hidden, at least from the view of the global North and its privileged populations including those in academia. As Cornel West wrote in 1991 (West, 1991, p. 1), “America is in the midst of a massive social breakdown. Never before in U.S. history has national decline and cultural decay so thoroughly shaken people’s confidence in their capacity to respond to present-day problems” (cf. earlier statements, e.g., W.E.B. Du Bois, 1961; Anzaldúa & Moraga, 1983; and powerful voices of resistance such as James Baldwin and Angela Davis, among many others). Now, however, the pandemic and the resurgence of political movements and resistance exposing systemic injustices, especially racial ones, have added important extra layers to the global crisis. We are currently in an acute crisis, if not an apocalyptic catastrophe, witnessing turmoil of a drastic, monumental, and farreaching nature and proportions. This crisis cannot be ignored in discussing CHAT, our scholarship, the fate of academia, and the very prospects of our future lives and survival. CHAT was born of the dramatic cataclysms of the early 20 century and their climax in the Russian revolution, coming to embody many formative features and constituents of this revolution’s ethos, even if these were lost or subdued in the following decades and into the present (as Vygotsky became “domesticated”, just like Paulo Freire too, see Stetsenko & Arievitch, 2004a). Now that we find ourselves in a situation with similar contours, predicaments, and challenges, we might want – or, rather, we are powerfully compelled and called upon – to radically and unequivocally reconsider, reevaluate, and refashion many of our received notions and approaches. I believe we are also compelled to take a stand and be clear as to which political causes and c","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"32 - 43"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1874419","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028468","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 : 2021-01-02DOI: 10.1080/10749039.2021.1883670
Antti Rajala
Whatever it is, coronavirus has made the mighty kneel and brought the world to a halt like nothing else could. Our minds are still racing back and forth, longing for a return to “normality,” trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. Arundhati Roy (Financial Times, 2020)
{"title":"Utopia as method: the imaginary reconstitution of society","authors":"Antti Rajala","doi":"10.1080/10749039.2021.1883670","DOIUrl":"https://doi.org/10.1080/10749039.2021.1883670","url":null,"abstract":"Whatever it is, coronavirus has made the mighty kneel and brought the world to a halt like nothing else could. Our minds are still racing back and forth, longing for a return to “normality,” trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to normality. Historically, pandemics have forced humans to break with the past and imagine their world anew. This one is no different. It is a portal, a gateway between one world and the next. Arundhati Roy (Financial Times, 2020)","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"82 - 88"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1883670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44877491","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 : 2021-01-02DOI: 10.1080/10749039.2021.1881125
Sharon Chang, Carmen M. Martínez-Roldán, María E. Torres-Guzmán
ABSTRACT This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to support preservice bilingual teachers’ learning. Provoked by double stimulation, four different types of relational agency were manifested while the preservice teachers worked toward the goal of promoting equitable learning for bilingual children in the classroom with their cooperating teachers’ guidance. Implications for using CL methods in teacher education and new possibilities for bilingual education are also discussed.
{"title":"The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention","authors":"Sharon Chang, Carmen M. Martínez-Roldán, María E. Torres-Guzmán","doi":"10.1080/10749039.2021.1881125","DOIUrl":"https://doi.org/10.1080/10749039.2021.1881125","url":null,"abstract":"ABSTRACT This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to support preservice bilingual teachers’ learning. Provoked by double stimulation, four different types of relational agency were manifested while the preservice teachers worked toward the goal of promoting equitable learning for bilingual children in the classroom with their cooperating teachers’ guidance. Implications for using CL methods in teacher education and new possibilities for bilingual education are also discussed.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"28 1","pages":"44 - 60"},"PeriodicalIF":1.9,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10749039.2021.1881125","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45649803","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 : 2021-01-02DOI: 10.1080/10749039.2021.1888301
B. Ferholt, Ivana Guarrasi, Alfredo Jornet, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams
To “the fierce urgency of now” (Dr. Martin Luther King, Jr., ‘I Have a Dream’ speech at the March on Washington on August 28, 1963) As we continue to confront crises, turmoil, and struggles for justice around the globe, the editors of Mind, Culture, and Activity (MCA) share the following statement. This statement is motivated by an acknowledgment of the depth of the global crises we face, a realization that now is not the time for “business as usual,” and a commitment to radical changes required at all levels of our current practices, including on the editorial collective of MCA, and on affiliated forums such as XMCA and the Cultural Praxis website (http://culturalpraxis.net/). This realization is the fruit of our engagement with a larger community of scholars, including colleagues involved in the Re-generating CHAT collective, whose insights, work, and activism have inspired us. MCA stands in opposition to racial terror, systemic, state-sanctioned violence, and the devastations of economic imperialism. Although this journal and its affiliates were launched with a commitment to scholarship in the interests of social justice and equity, we want to reignite and regenerate this commitment with a strong focus on the need to fight against all forms of oppression including structural racism, classism, sexism, fascism, ableism, imperialism, and legacies of colonialism. Inspired by progressive social movements around the globe, such as Black Lives Matter, La Via Campesina, democratic movements in Hong Kong, youth-led climate strikes, and teacher strikes, we acknowledge that scholarship and associated practices and discourse are not politically neutral and that a generative movement forward is only possible with explicit attention to structural inequalities. This generative movement requires the participation of members and activists of historically oppressed groups. We hold ourselves accountable for redressing existing imbalances and injustices in our own disciplines and institutional practices. As the first order of the day, we acknowledge that our current collective of editors does not have enough diversity of expertise or experience to fulfill these commitments. We recognize that we have not yet contributed enough to dismantling the practices of privilege that mediate individual and collective development and shape our journal and forums. We have, therefore, adopted the following action items:
为了“现在的紧迫性”（马丁·路德·金博士，1963年8月28日在华盛顿游行上的“我有一个梦想”演讲）当我们继续面对全球各地的危机、动荡和正义斗争时，《思想、文化和活动》（MCA）的编辑们发表了以下声明。这一声明的动机是承认我们面临的全球危机的深度，认识到现在不是“一切照旧”的时候，并承诺在我们当前的各个层面进行彻底的变革，包括在MCA的编辑集体上，以及在XMCA和文化实践网站等附属论坛上(http://culturalpraxis.net/)。这一认识是我们与更大的学者群体接触的成果，包括参与重建CHAT集体的同事，他们的见解、工作和行动主义激励了我们。MCA反对种族恐怖、系统性、国家批准的暴力和经济帝国主义的破坏。尽管这本杂志及其附属机构的创办是为了社会正义和公平的利益而致力于学术研究，但我们希望重新点燃和重新树立这一承诺，并强烈关注打击一切形式压迫的必要性，包括结构性种族主义、阶级主义、性别歧视、法西斯主义、能力主义、帝国主义和殖民主义遗产。受全球进步社会运动的启发，如Black Lives Matter、La Via Campesina、香港的民主运动、青年领导的气候罢工和教师罢工，我们承认学术和相关实践和话语在政治上并不中立，只有明确关注结构性不平等，才有可能产生一场进步运动。这种生成性运动需要历史上受压迫群体的成员和活动家的参与。我们要求自己对纠正我们自己的纪律和体制实践中现有的不平衡和不公正现象负责。首先，我们承认，我们目前的编辑团队没有足够的专业知识或经验来履行这些承诺。我们认识到，我们还没有为废除调解个人和集体发展以及塑造我们的期刊和论坛的特权做法做出足够的贡献。因此，我们通过了以下行动项目：
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Pub Date : 2021-01-01Epub Date: 2021-02-08DOI: 10.1080/10749039.2021.1874418
Leah A P Teeters, Laura E Burgess, Juan Escarfuller, Jesse Cole, David Schlundt, Marcy Singer-Gabella, William J Heerman
In this article, we describe a personalized approach to meeting individual and community health needs that foregrounds relational learning. This article analyzes how relational approaches to learning expand participants' objectives and result in more enduring learning. We report on mixed methods data from interviews, focus groups, surveys, and goal setting and monitoring. Analyses reveal that relationships de confianza served as a central tool in supporting participants' agency to enact change across scales of practice to promote the health of themselves, their families, and their communities.
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