Pub Date : 2022-08-18DOI: 10.1080/02103702.2022.2087337
Rebeca Mejía-Arauz, Barbara Rogoff, Amy Dexter
ABSTRACT
This article presents conceptual and empirical advances relating to Learning by Observing and Pitching In to family and community endeavours (LOPI). The opening article offers a new version of the LOPI model and a focused analysis of the key role of community. The other nine articles provide evidence of the social organization of LOPI, based on an axiology of relationality, respect, reciprocity and pitching in, in many Indigenous communities of the Americas. They discuss Indigenous theory and axiologies, as well as ethical attunements in LOPI; the importance of observation, respect, autonomy and laughter for learning; and the opportunities that LOPI brings to the revitalization of Indigenous languages, in learning at school and in online gaming communities. This issue shows how the LOPI paradigm is based in relationality and respect in communion among people, other beings and the land that we inhabit.
{"title":"Advances in understanding Learning by Observing and Pitching In to family and community endeavours (LOPI). Introduction to the special issue (Avances en la comprensión de Aprender por medio de Observar y Acomedirse en las actividades de la familia y la comunidad (LOPI). Introducción al número especial)","authors":"Rebeca Mejía-Arauz, Barbara Rogoff, Amy Dexter","doi":"10.1080/02103702.2022.2087337","DOIUrl":"https://doi.org/10.1080/02103702.2022.2087337","url":null,"abstract":"<p><b>ABSTRACT</b></p><p>This article presents conceptual and empirical advances relating to Learning by Observing and Pitching In to family and community endeavours (LOPI). The opening article offers a new version of the LOPI model and a focused analysis of the key role of community. The other nine articles provide evidence of the social organization of LOPI, based on an axiology of <i>relationality</i>, respect, reciprocity and pitching in, in many Indigenous communities of the Americas. They discuss Indigenous theory and axiologies, as well as ethical attunements in LOPI; the importance of observation, respect, autonomy and laughter for learning; and the opportunities that LOPI brings to the revitalization of Indigenous languages, in learning at school and in online gaming communities. This issue shows how the LOPI paradigm is based in relationality and respect in communion among people, other beings and the land that we inhabit.</p>","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1080/02103702.2022.2096279
Atteneri Delgado-Cruz, Víctor M Acosta-Rodríguez, Gustavo M Ramírez-Santana
ABSTRACT The main goal of this study was to ascertain the effectiveness of an intervention programme on narrative coherence in students with Typical Development (TD) and with a Developmental Language Disorder (DLD). Participants were 99 five-year-old students from schools in Tenerife. A task involving retelling a story was used for the narrative analysis, in which we studied thematic unity and the causal and temporal semantic relationships. The intervention programme, which had a total of 55 20-minute sessions, was organized into different practice levels and enlisted the collaboration of teachers and speech therapists. Two experimental groups (DLD and TD) and two control groups (DLD and TD) were established. The results show that students with DLD initially showed worse performance on coherence than their classmates with TD. After the programme, the students who received the intervention not only improved their performance but showed the strongest gains in thematic unity and mental state-causal relationships. The working model used serves as a guide for early intervention.
{"title":"Intervention in the coherence of narrative discourse in students with Developmental Language Disorder and with Typical Development (Intervención en la coherencia del discurso narrativo de alumnado con Trastorno del Desarrollo del Lenguaje y con Desarrollo Típico)","authors":"Atteneri Delgado-Cruz, Víctor M Acosta-Rodríguez, Gustavo M Ramírez-Santana","doi":"10.1080/02103702.2022.2096279","DOIUrl":"https://doi.org/10.1080/02103702.2022.2096279","url":null,"abstract":"ABSTRACT The main goal of this study was to ascertain the effectiveness of an intervention programme on narrative coherence in students with Typical Development (TD) and with a Developmental Language Disorder (DLD). Participants were 99 five-year-old students from schools in Tenerife. A task involving retelling a story was used for the narrative analysis, in which we studied thematic unity and the causal and temporal semantic relationships. The intervention programme, which had a total of 55 20-minute sessions, was organized into different practice levels and enlisted the collaboration of teachers and speech therapists. Two experimental groups (DLD and TD) and two control groups (DLD and TD) were established. The results show that students with DLD initially showed worse performance on coherence than their classmates with TD. After the programme, the students who received the intervention not only improved their performance but showed the strongest gains in thematic unity and mental state-causal relationships. The working model used serves as a guide for early intervention.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78561943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1080/02103702.2022.2096289
Núria Mollá, Montserrat Castelló
ABSTRACT Despite the growth in research on the impact of school administration on educational improvement in the past 10 years, the characterization of the identity of school principals is a controversial, pending issue. In this study, we set out to undertake this characterization from a dialogic perspective by tracking four expert principals over the course of one academic year. Via a longitudinal design with multiple case studies, we analysed their repertoire of positions and their variations. The instruments included a reflective journal, interviews based on the self-confrontation method and a discussion group. Our results indicate not only that the principals share their positioning as promoters of learning and project managers when dealing with professional events but that dialogue among internal and external voices enables them to deal with the conflicts and tensions among positions constructively. We conclude that principals’ professional identity can be developed through conscious, strategic reflection on the positions they take within the context of their professional activity.
{"title":"Characterisation of the professional identity of school principals (Caracterización de la identidad profesional de los directores de escuela)","authors":"Núria Mollá, Montserrat Castelló","doi":"10.1080/02103702.2022.2096289","DOIUrl":"https://doi.org/10.1080/02103702.2022.2096289","url":null,"abstract":"ABSTRACT Despite the growth in research on the impact of school administration on educational improvement in the past 10 years, the characterization of the identity of school principals is a controversial, pending issue. In this study, we set out to undertake this characterization from a dialogic perspective by tracking four expert principals over the course of one academic year. Via a longitudinal design with multiple case studies, we analysed their repertoire of positions and their variations. The instruments included a reflective journal, interviews based on the self-confrontation method and a discussion group. Our results indicate not only that the principals share their positioning as promoters of learning and project managers when dealing with professional events but that dialogue among internal and external voices enables them to deal with the conflicts and tensions among positions constructively. We conclude that principals’ professional identity can be developed through conscious, strategic reflection on the positions they take within the context of their professional activity.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88007156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-08DOI: 10.1080/02103702.2022.2096298
Cristina Martínez-García, F. Cuetos, Paz Suárez‐Coalla
ABSTRACT It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic code may also delay the acquisition of correct letter orientation. We investigated the relationship between reversible errors in reading and dyslexia. Twenty-seven Spanish-speaking children with dyslexia (7–12 years old) and 27 chronological-age-matched controls performed a ‘same-different’ letter decision task on reversible and non-reversible letters. Results showed that all participants required more time and committed more errors in discriminating reversible letters. In addition, worse execution was observed in the dyslexic group, which seems to indicate that this group is delayed in the acquisition of correct letter orientation. Therefore, our results indicated that overcoming reading errors in mirrors depends to some extent on the reading competence of the children and the ability to inhibit the process of generalization of mirrors.
{"title":"Same-different letter decision task: a study with Spanish children with dyslexia (Tarea de decisión de letras igual-diferente: un estudio con niños españoles con dislexia)","authors":"Cristina Martínez-García, F. Cuetos, Paz Suárez‐Coalla","doi":"10.1080/02103702.2022.2096298","DOIUrl":"https://doi.org/10.1080/02103702.2022.2096298","url":null,"abstract":"ABSTRACT It is common to see mirror errors in letters in early stages of reading due to the mirror-generalization process that allows a visual stimulus to be identified independently of its orientation. To avoid such errors, this process must be inhibited. A special case would be children with dyslexia since their difficulties with the alphabetic code may also delay the acquisition of correct letter orientation. We investigated the relationship between reversible errors in reading and dyslexia. Twenty-seven Spanish-speaking children with dyslexia (7–12 years old) and 27 chronological-age-matched controls performed a ‘same-different’ letter decision task on reversible and non-reversible letters. Results showed that all participants required more time and committed more errors in discriminating reversible letters. In addition, worse execution was observed in the dyslexic group, which seems to indicate that this group is delayed in the acquisition of correct letter orientation. Therefore, our results indicated that overcoming reading errors in mirrors depends to some extent on the reading competence of the children and the ability to inhibit the process of generalization of mirrors.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75777507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10.1080/02103702.2022.2059945
Richard Henne-Ochoa
ABSTRACT This article promotes a grounded approach to Indigenous language revitalization that honours Indigenous peoples’ desire to restore Indigenous language use in their daily lives. The approach offers a way of revitalizing Indigenous languages by reintegrating them into Indigenous social life and an Indigenous way of learning, thus also sustaining and revitalizing Indigenous cultures. Drawing upon studies of informal learning in Indigenous-heritage communities in the Americas, as well as studies of family and community language revitalization programmes, the approach promotes Indigenous language communicative competence through participation in everyday-life activities. It capitalizes on the prevalent practice in Indigenous communities of Learning by Observing and Pitching In to family and community endeavours (LOPI), which serves as social and cultural scaffolding onto which communication in Indigenous languages can be intentionally reattached. In this way, the family- and community-centred approach that is promoted complements daycare- and school-based Indigenous language revitalization initiatives.
{"title":"Indigenous language revitalization through Observing and Pitching In to family and community endeavours: a rationale and description (Revitalización de la lengua indígena por medio de Observar y Acomedirse en las actividades de la familia y la comunidad: fundamentos y descripción)","authors":"Richard Henne-Ochoa","doi":"10.1080/02103702.2022.2059945","DOIUrl":"https://doi.org/10.1080/02103702.2022.2059945","url":null,"abstract":"ABSTRACT This article promotes a grounded approach to Indigenous language revitalization that honours Indigenous peoples’ desire to restore Indigenous language use in their daily lives. The approach offers a way of revitalizing Indigenous languages by reintegrating them into Indigenous social life and an Indigenous way of learning, thus also sustaining and revitalizing Indigenous cultures. Drawing upon studies of informal learning in Indigenous-heritage communities in the Americas, as well as studies of family and community language revitalization programmes, the approach promotes Indigenous language communicative competence through participation in everyday-life activities. It capitalizes on the prevalent practice in Indigenous communities of Learning by Observing and Pitching In to family and community endeavours (LOPI), which serves as social and cultural scaffolding onto which communication in Indigenous languages can be intentionally reattached. In this way, the family- and community-centred approach that is promoted complements daycare- and school-based Indigenous language revitalization initiatives.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90712903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10.1080/02103702.2022.2059949
Margarita Martínez-Pérez
ABSTRACT This study focuses on examining the importance of affectivity and humour as part of Learning by Observing and Pitching In to family and community endeavours (LOPI). Specifically, it highlights the role of laughter in the form of a spontaneous expression of a certain type of humour. This laughter is the central element for coexistence during socialization focused on attention and body management, occurring while learners and experts in a Tzotzil village in Chiapas, Mexico, are jointly engaged in various activities.
{"title":"The role of laughter in correcting the efforts of learners in daily activities (El papel de la risa para corregir los esfuerzos de los aprendices en actividades cotidianas)","authors":"Margarita Martínez-Pérez","doi":"10.1080/02103702.2022.2059949","DOIUrl":"https://doi.org/10.1080/02103702.2022.2059949","url":null,"abstract":"ABSTRACT This study focuses on examining the importance of affectivity and humour as part of Learning by Observing and Pitching In to family and community endeavours (LOPI). Specifically, it highlights the role of laughter in the form of a spontaneous expression of a certain type of humour. This laughter is the central element for coexistence during socialization focused on attention and body management, occurring while learners and experts in a Tzotzil village in Chiapas, Mexico, are jointly engaged in various activities.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81668790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10.1080/02103702.2022.2062902
E. Rivero, K. Gutiérrez
ABSTRACT In this article, we examine how a Latinx eight-year-old child’s participation in an online gaming community supported his involvement in a way of learning termed Learning by Observing and Pitching In (LOPI). Specifically, we focus on how the way that the online gaming community was organized allowed the child to be incorporated to contribute to a range of the online gaming community’s activities. In the two examples, we reveal how the child leveraged digital tools to coordinate fluidly and complete shared endeavours with others in his gaming environments. Moreover, through in-depth analyses of the child’s video gaming activity, we argue that children learn by observing gamer-produced media and pitch in to online gaming communities through their gameplay. As such, the article has implications for how children participate through LOPI in virtual communities through their everyday media practices. We end with a discussion on how contexts organized around play, such as online gaming communities, can be fruitful sites of learning in which children develop digital literacies by observing and pitching in.
{"title":"Children Learning by Observing and Pitching In to community endeavours in online gaming communities (Los niños Aprenden por medio de Observar y Acomedirse a las actividades de la comunidad en los juegos en línea)","authors":"E. Rivero, K. Gutiérrez","doi":"10.1080/02103702.2022.2062902","DOIUrl":"https://doi.org/10.1080/02103702.2022.2062902","url":null,"abstract":"ABSTRACT In this article, we examine how a Latinx eight-year-old child’s participation in an online gaming community supported his involvement in a way of learning termed Learning by Observing and Pitching In (LOPI). Specifically, we focus on how the way that the online gaming community was organized allowed the child to be incorporated to contribute to a range of the online gaming community’s activities. In the two examples, we reveal how the child leveraged digital tools to coordinate fluidly and complete shared endeavours with others in his gaming environments. Moreover, through in-depth analyses of the child’s video gaming activity, we argue that children learn by observing gamer-produced media and pitch in to online gaming communities through their gameplay. As such, the article has implications for how children participate through LOPI in virtual communities through their everyday media practices. We end with a discussion on how contexts organized around play, such as online gaming communities, can be fruitful sites of learning in which children develop digital literacies by observing and pitching in.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90512420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10.1080/02103702.2022.2102290
A. Ventura, Eva Liesa-Hernández, Mónica Roncacio-Moreno
Learning and teaching are not only about acquiring a pedagogical knowledge base but are also context-bound, socially-mediated processes of identity construction. How students and educators position themselves as learners and teachers in a diversity of educational contexts affects what and how they learn and teach. The research about positioning and agency in learners and teachers accounts for the inherent tension between innovation and stability, as well as the ways in which their identities are embedded within larger ideological structures and circulating contemporary educational discourses. However, despite recent theoretical and empirical attempts to inte-grate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. In this regard, this special issue aims to extend the studies previously published in JSED (Monereo et al., 2013; Prados et al., 2014; Solari, 2017; Ventura, 2017) by addressing these relatively under-researched aspects of the self as learner and teacher in a variety of educational contexts. Potential submissions could strive to answer (but are not limited to) the following questions:
学习和教学不仅是获取教学知识基础，也是情境约束的、社会中介的身份建构过程。在不同的教育环境中，学生和教育工作者如何将自己定位为学习者和教师，会影响他们学习和教学的内容和方式。关于学习者和教师的定位和代理的研究解释了创新与稳定之间的内在张力，以及他们的身份嵌入更大的意识形态结构和传播当代教育话语的方式。然而，尽管最近的理论和实证尝试整合作为学习者和教师的自我构建及其在教育研究中的代理，但这两个概念相互作用的程度的问题很少得到明确解决。在这方面，本期特刊旨在扩展JSED先前发表的研究(Monereo et al.， 2013;Prados et al.， 2014;索拉里,2017;文图拉，2017)通过解决在各种教育背景下作为学习者和教师的自我这些相对研究不足的方面。潜在的提交可以努力回答(但不限于)以下问题:
{"title":"Constructions of the self in education: positioning and agency of learners and teachers (Construcciones del sí mismo en educación: posicionamiento y agencia de aprendices y enseñantes)","authors":"A. Ventura, Eva Liesa-Hernández, Mónica Roncacio-Moreno","doi":"10.1080/02103702.2022.2102290","DOIUrl":"https://doi.org/10.1080/02103702.2022.2102290","url":null,"abstract":"Learning and teaching are not only about acquiring a pedagogical knowledge base but are also context-bound, socially-mediated processes of identity construction. How students and educators position themselves as learners and teachers in a diversity of educational contexts affects what and how they learn and teach. The research about positioning and agency in learners and teachers accounts for the inherent tension between innovation and stability, as well as the ways in which their identities are embedded within larger ideological structures and circulating contemporary educational discourses. However, despite recent theoretical and empirical attempts to inte-grate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. In this regard, this special issue aims to extend the studies previously published in JSED (Monereo et al., 2013; Prados et al., 2014; Solari, 2017; Ventura, 2017) by addressing these relatively under-researched aspects of the self as learner and teacher in a variety of educational contexts. Potential submissions could strive to answer (but are not limited to) the following questions:","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72773931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10.1080/02103702.2022.2086770
B. Rogoff, Rebeca Mejía-Arauz
ABSTRACT This article focuses on communities’ contributions to a way of learning that seems to be common in many Indigenous communities of the Americas and among people with heritage in such communities: Learning by Observing and Pitching In to family and community endeavours (LOPI). We briefly contrast this with community contributions in Assembly-Line Instruction, a way of learning that is common in Western schooling, to highlight the distinct contributions of community in these two ways of learning. We theoretically situate the two ways of learning, considering communities and individuals as mutually constituting aspects of the process of life, not as separate entities. Then we discuss the contributions of community to the reasons that people participate, how they interact, and the underlying theory of learning and purpose of learning in LOPI. We briefly address the role of community in how people communicate with each other and evaluate learning. To conclude, we consider the prevalence of LOPI both within Indigenous-heritage communities of the Americas and elsewhere, and our hopes for the contribution of describing this way of learning.
{"title":"The key role of community in Learning by Observing and Pitching In to family and community endeavours (El papel clave de la comunidad en Aprender por medio de Observar y Acomedirse en las actividades de la familia y la comunidad)","authors":"B. Rogoff, Rebeca Mejía-Arauz","doi":"10.1080/02103702.2022.2086770","DOIUrl":"https://doi.org/10.1080/02103702.2022.2086770","url":null,"abstract":"ABSTRACT This article focuses on communities’ contributions to a way of learning that seems to be common in many Indigenous communities of the Americas and among people with heritage in such communities: Learning by Observing and Pitching In to family and community endeavours (LOPI). We briefly contrast this with community contributions in Assembly-Line Instruction, a way of learning that is common in Western schooling, to highlight the distinct contributions of community in these two ways of learning. We theoretically situate the two ways of learning, considering communities and individuals as mutually constituting aspects of the process of life, not as separate entities. Then we discuss the contributions of community to the reasons that people participate, how they interact, and the underlying theory of learning and purpose of learning in LOPI. We briefly address the role of community in how people communicate with each other and evaluate learning. To conclude, we consider the prevalence of LOPI both within Indigenous-heritage communities of the Americas and elsewhere, and our hopes for the contribution of describing this way of learning.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91324732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 10.1080/02103702.2022.2062916
Emma Elliott-Groves, Meixi
ABSTRACT Indigenous Knowledge Systems and their underlying ethical qualities guide social interaction and the process by which Indigenous children learn what it means to be a person within family and community life. Using the Learning by Observing and Pitching In (LOPI) framework as a starting point, this paper explores a case study of a death in the Cowichan Tribes community to illuminate four ethical qualities (relationality, reciprocity, responsibility, respect) associated with (1) the social organization of the community guided by a sense of community consciousness and (2) Indigenous concepts of time and space. Using the social organization of the community and Indigenous concepts of time and space as broad themes, we aim to illustrate how culturally determined ethical qualities guide every social interaction and thus inform human development and learning, broadly. By including ethics that guide social relationships in the LOPI framework, educators and researchers may gain a deeper understanding of how children learn in communities and how their participation in community activities informs their sense of self.
{"title":"Why and how communities Learn by Observing and Pitching In: Indigenous axiologies and ethical commitments in LOPI (Cómo y por qué las comunidades Aprenden por medio de Observar y Acomedirse axiologías indígenas y compromisos éticos en el modelo LOPI)","authors":"Emma Elliott-Groves, Meixi","doi":"10.1080/02103702.2022.2062916","DOIUrl":"https://doi.org/10.1080/02103702.2022.2062916","url":null,"abstract":"ABSTRACT Indigenous Knowledge Systems and their underlying ethical qualities guide social interaction and the process by which Indigenous children learn what it means to be a person within family and community life. Using the Learning by Observing and Pitching In (LOPI) framework as a starting point, this paper explores a case study of a death in the Cowichan Tribes community to illuminate four ethical qualities (relationality, reciprocity, responsibility, respect) associated with (1) the social organization of the community guided by a sense of community consciousness and (2) Indigenous concepts of time and space. Using the social organization of the community and Indigenous concepts of time and space as broad themes, we aim to illustrate how culturally determined ethical qualities guide every social interaction and thus inform human development and learning, broadly. By including ethics that guide social relationships in the LOPI framework, educators and researchers may gain a deeper understanding of how children learn in communities and how their participation in community activities informs their sense of self.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83783708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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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