Pandemic meaning making: messing toward motet

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

English Teaching-Practice and Critique Pub Date : 2021-01-19 DOI:10.1108/ETPC-07-2020-0073

Mary Beth Schaefer, S. Abrams, Molly Kurpis, Charlotte Abrams, M. Abrams

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引用次数: 2

Abstract

Purpose: In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory Design/methodology/approach: This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions Findings: The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles Originality/value: In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications © 2020, Emerald Publishing Limited

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大流行的意义:朝着目标前进

目的:在这项亲子研究中，三名青少年在为期三个月的居家任务期间进行独家在线学习，并将他们的意义创造经历理论化。本研究的目的是突出青年在COVID-19期间对其扫盲实践的理解，以扩大青年产生理论的可能性设计/方法/方法:这项亲子研究建立在批判性辩证多元主义(CDP)方法论的基础上，这是一种参与式研究方法，在调查的每个阶段都将儿童视为共同研究者。在这项研究中，青少年共同探索独自创造和学习的意义，然后通过虚拟平台与他人一起探索。青少年们单独或一起进行分析，他们的语言和见解体现了研究结果和结论。这首格言的音乐形式提供了一个隐喻，三个青少年用它来理论化他们在家秩序中创造意义的经历。青少年认为，时间、挫折和空间是压倒一切的主题，它们抓住了独自工作的本质，然后一起工作，在混乱的、精心编排的在线合奏中。在这篇以青年为中心的研究论文中，三个青少年创造了他们在居家秩序期间的意义制造经历的理解，并共同努力确定个人和教学意义©2020,Emerald Publishing Limited

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来源期刊

English Teaching-Practice and Critique Multiple-

CiteScore

1.40

自引率

11.10%

发文量

期刊介绍： English Teaching: Practice and Critique seeks to promote research and theory related to English literacy that is grounded in a range of contexts: classrooms, schools and wider educational constituencies. The journal has as its main focus English teaching in L1 settings. Submissions focused on EFL will be considered only if they have clear pertinence to English literacy in L1 settings. It provides a place where authors from a range of backgrounds can identify matters of common concern and thereby foster broad professional communities and networks. Where possible, English Teaching: Practice and Critique encourages comparative approaches to topics and issues. The journal published three types of manuscripts: research articles, essays (theoretical papers, reviews, and responses), and teacher narratives. Often special issues of the journal focus on distinct topics; however, unthemed manuscript submissions are always welcome and published in most issues.