Journal of the Learning Sciences最新文献_第9页

Learning in and for collective action 在集体行动中学习

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-01-01 DOI: 10.1080/10508406.2021.1880189

Joe Curnow, A. S. Jurow

{"title":"Learning in and for collective action","authors":"Joe Curnow, A. S. Jurow","doi":"10.1080/10508406.2021.1880189","DOIUrl":"https://doi.org/10.1080/10508406.2021.1880189","url":null,"abstract":"Collective action matters: out in the streets around us where people are reshaping the world through powerful protests. We see the significance and impact of collective action in uprisings around the world to contest racialized violence, to abolish police and prisons, to demand climate action, and to unequivocally assert that Black Lives Matter. Hong Kong student activists have innovated new technological and organizational tactics that protestors in other countries are using to develop their own anti-government actions. Chilean activists have mobilized massive protests against neoliberal policies and for significant political reform. In these cases, learning is taking place in contentious practice as people strive to transform power relations. Activists are organizing new forms of learning, new identity pathways, and transforming community values and ethics. They are doing this work through complex, volatile, and distributed collective action to shift the tactics, the framing, the recruitment, and the political imagination of social movements. Social movements, defined simply, are “collectivities acting with some degree of organization and continuity, partly outside institutional or organizational channels” that offer a vibrant way of challenging . . . or resisting change in such systems” (Snow & Soule, 2010, pp. 6–7). Social movements have led social change for justice, have inspired actions across communities working in solidarity with each other, and have suffered dramatic losses in the face of oppressive and divisive politics (Baldwin, 1972/2007; Garza, 2020). This special issue is a call to Learning Sciences scholars to study social movements as productive sites where people work together to critique, re-imagine, strategize, design, and re-make how we can engage with one another now and in the future. Learning in these dynamic spaces is understood as possibility, as shaped by relational, spatial, and natural structures and as improvised in and around structures as resources for creative resistance and","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"63 1","pages":"14 - 26"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74093640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

From the outgoing editors 来自即将离任的编辑

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-01-01 DOI: 10.1080/10508406.2021.1880158

Jan van Aalst, Susan A. Yoon

引用次数: 0

Learning to claim power in a contentious public sphere: A study of youth movement formation in South Africa 在一个有争议的公共领域学习争取权力:南非青年运动形成的研究

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-01-01 DOI: 10.1080/10508406.2020.1844713

Tafadzwa Tivaringe, B. Kirshner

{"title":"Learning to claim power in a contentious public sphere: A study of youth movement formation in South Africa","authors":"Tafadzwa Tivaringe, B. Kirshner","doi":"10.1080/10508406.2020.1844713","DOIUrl":"https://doi.org/10.1080/10508406.2020.1844713","url":null,"abstract":"ABSTRACT Background Research about learning in youth activism has generated important findings about how young people learn to critique inequality and exercise collective agency. This emerging line of research, however, has been limited by its geographic focus in North America, a tendency to assume single bounded groups as sites of learning, and limited engagement with theories of power and social change. Methods We draw on data from a three-year ethnography of a South African youth-led organizing group, Equal Education (EE), which successfully pressured the national government to adopt an education bill that it had previously resisted. Our inquiry is guided by a broad question: how did EE members learn to build power in this contentious sociopolitical context? Findings Facilitation and apprenticeship by more experienced near peers in EE supported young people’s understanding of inequality and their participation in nonviolent political activism. When stepping into a contentious public sphere, young people learned how to build political relationships with trade unions and community elders in order to claim power and influence political change. Contribution This study adds to literature on learning in youth activism by showing how young people learn how to navigate contentious politics and exercise political power through multigenerational alliances.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"41 1","pages":"125 - 150"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77942980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Waldo, blind inquirers, and an elephant: Locating learning in social movements 沃尔多、盲人询问者和一头大象:在社会运动中定位学习

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-01-01 DOI: 10.1080/10508406.2021.1880190

F. Erickson

{"title":"Waldo, blind inquirers, and an elephant: Locating learning in social movements","authors":"F. Erickson","doi":"10.1080/10508406.2021.1880190","DOIUrl":"https://doi.org/10.1080/10508406.2021.1880190","url":null,"abstract":"ABSTRACT This special issue introduces a new focus for inquiry in the learning sciences. When research attention turns to learning that takes place within social movements, the scope and scale of inquiry expands dramatically. It becomes difficult to see learning, as we usually conceive it. The author’s commentary begins with two metaphors for difficulty in this new arena of research. A first metaphor is that of “Waldo,” a cartoon figure visually represented as located somewhere within crowds of persons that are similarly dressed. This illustrates the problem of scale in the study of social movements, in attempts to monitor activity that is widely dispersed in space and time. A second metaphor is that of blind inquirers attempting to study an elephant—each inquirer only gets a partial apprehension of the whole. This points to the multiplicity of opportunities to learn within social movements—raising awareness in social critique, acquiring skills in organizing, developing fluency in rhetorics of persuasion. Because movement-situated learning is so multidimensional it is difficult for a single study to account for the full range of learning opportunities that a movement affords. In its middle section the commentary surveys specific examples of limits and affordances in research on learning in social movements, by reviewing briefly the empirical studies reported in the journal articles and by recounting the author’s personal experience in the Civil Rights movement in Chicago in the 1960’s. The commentary concludes on a cautionary note, observing that many of the processes of social movement formation, and of learning opportunities that develop within such movements, are similar in movements that are regressive as well as in those that are progressive in aim.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"27 1 1","pages":"151 - 161"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88638014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Note from incoming co-editors 来自即将到来的共同编辑的注释

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2021-01-01 DOI: 10.1080/10508406.2021.1880160

A. S. Jurow, Jianwei Zhang

{"title":"Note from incoming co-editors","authors":"A. S. Jurow, Jianwei Zhang","doi":"10.1080/10508406.2021.1880160","DOIUrl":"https://doi.org/10.1080/10508406.2021.1880160","url":null,"abstract":"This year marks the 30th anniversary of the Journal of the Learning Sciences. In three decades, the journal has established itself as one of the premier venues for sharing research on learning and design. From special issues introducing innovations in design research methodologies to the analysis of learning as part of social movements, the journal has drawn careful attention to the complexity and consequentiality of learning in real-world settings. As the incoming co-Editors in Chief of JLS, we are honored to serve the Learning Sciences community and aim to uphold our responsibilities as have the Editors-in-Chief prior to us—from founding Editor Janet Kolodner to Susan Yoon and Jan van Aalst. Our predecessors have set a firm foundation on which we will build and, with you, expand. We have deep gratitude for the outgoing Editors in Chief, Susan Yoon and Jan van Aalst, and the efforts and initiatives they have taken on multiple fronts. They have expanded the reach of the journal internationally, streamlined internal systems to ensure an efficient and effective review process, created mentoring resources for authors and reviewers, and enhanced the quality and impact of the research published in JLS. In their Editors’ Farewell Note (Van Aalst & Yoon, 2021/this issue), they reflect on their work at the journal and how they have aimed to move it forward in fruitful ways. Their thoughtful leadership, together with the social capital that they have built, will be a great resource for us to leverage in the coming years. Their guidance and the support of their assistants—Miyoung Park, Lillian Kun Liu, and Jooeun Shim—has also been immensely helpful as we transition into our new roles. We take on the position of co-Editors-in-Chief in a moment of converging crises—facing a pandemic, climate change, a racial reckoning that has repercussions across all sectors of society, and political unrest across the globe. Such crises intensify the challenges of education both in and outside of school. We need, for example, to make significant changes to how we are","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"4 1","pages":"10 - 13"},"PeriodicalIF":3.8,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87635775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism 学习组装隐藏的身体:跨国移民行动中体现和嵌入的数学素养

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2020-12-08 DOI: 10.1080/10508406.2020.1820341

M. Takeuchi, Virgie Aquino Ishihara

{"title":"Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism","authors":"M. Takeuchi, Virgie Aquino Ishihara","doi":"10.1080/10508406.2020.1820341","DOIUrl":"https://doi.org/10.1080/10508406.2020.1820341","url":null,"abstract":"ABSTRACT Background We situate the mobilization of mathematical literacy as a tool to see and redress social and historical dilemmas (Engeström, 2014; Gutiérrez, 2016) rooted in the geo-economic politics of race, gender, and class. Methods Using collaborative ethnography, we describe how mathematical literacy was mobilized by an activist collective that intervened against violence toward migrant women. Our research considers a long period of development to examine how the activism impacted bodily politics, community, and relevant policies. Findings Our findings illustrate how the collective of activists led by a migrant woman of color countered the official data that did not reveal marginalized voices. Critical synthesis of embodiment and emplacement allowed us to examine how the mobilization of mathematical literacy became consequential (Jurow et al., 2016) in two interrelated aspects: 1) embodiment, the process through which the historically hidden bodies of migrant women came to be visible and assembled and 2) emplacement, the transformation of a place toward gathering disparate bodies. Contribution Our work contributes to expanding the geo-political terrain of scholarship in the learning sciences by bringing forth the history of activism led by Filipina migrants in Japan, which in turn shines a light on traditionally masked epistemology key to mobilizing mathematical literacy for solidarity.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"31 1","pages":"103 - 124"},"PeriodicalIF":3.8,"publicationDate":"2020-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79177896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Fostering heterogeneous engineering through whole-class design work 通过班级设计工作培养异质工程

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2020-11-25 DOI: 10.1080/10508406.2020.1843465

B. Gravel, Vanessa Svihla

{"title":"Fostering heterogeneous engineering through whole-class design work","authors":"B. Gravel, Vanessa Svihla","doi":"10.1080/10508406.2020.1843465","DOIUrl":"https://doi.org/10.1080/10508406.2020.1843465","url":null,"abstract":"ABSTRACT Background: Design problems have long attracted researchers’ attention for their potential to provide authentic learning opportunities. While we have methods for supporting students to learn through relatively simple engineering and design tasks, supporting students to address complex problems that they find and frame remains poorly understood. Designing for the real world presents opportunities to understand how heterogenous engineering practices emerge from students’ experiences, how problems are negotiated and reframed, and the forms of learning such experiences support. Descriptions of engineering practice often privilege technical aspects, where heterogeneous engineering emphasizes the active coordination of social and material dimensions as well. Methods: We present two cases from large, complex design projects: (1) a design-based research study in a school-based making space and (2) an extended participant observation in a design-build school. We used interaction analysis to characterize the forms of participation. Findings: We identified ways students negotiated social and material elements of design, how they coordinated these activities, and how the instructional environments contributed to developing heterogeneous practices. Contribution: Designers and materials both operated as agentive actors in dialogic conversations that coordinated the multitude of considerations involved in heterogeneous engineering. We argue for the importance of fostering sociomaterial entanglements to support learning in design.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"46 1","pages":"279 - 329"},"PeriodicalIF":3.8,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83954487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Historical thinking online: An analysis of expert and non-expert readings of historical websites 在线历史思维:历史网站的专家与非专家阅读分析

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2020-11-18 DOI: 10.1080/10508406.2020.1834396

James Goulding

{"title":"Historical thinking online: An analysis of expert and non-expert readings of historical websites","authors":"James Goulding","doi":"10.1080/10508406.2020.1834396","DOIUrl":"https://doi.org/10.1080/10508406.2020.1834396","url":null,"abstract":"ABSTRACT Background This paper outlines the findings of a sociocultural study that examined how digital contexts shape historical thinking. It was assumed that the tools used to engage with historical information mediate thinking, and that when evaluating historical information online, participants would draw upon heuristics associated with Historical Thinking (Wineburg, 1991) and website evaluation. Method The study involved qualitative interviews with historians and university students who evaluated three historical websites using a think-aloud protocol followed by semi-structured questioning. Findings While sourcing, corroboration and contextualization remain the basis of disciplinary inquiry, the specific nature of each heuristic shifted when being used to evaluate online material, and a new category of intertextual ‘hybrid’ heuristics was formed as participants adapted general digital heuristics to evaluate historical information. Furthermore, these ‘hybrid heuristics’ had divergent effects on participants: for the students it appeared to inhibit critical historical thinking, whereas for the historians it formed the basis of their deep critical appraisal. Contribution The findings have implications for research on historical thinking, history education and critical website evaluation.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"7 1","pages":"204 - 239"},"PeriodicalIF":3.8,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81675711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing 作为社会理论的学习理论:扩展计算机学科真实性的对位方法

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2020-10-19 DOI: 10.1080/10508406.2020.1828089

T. Philip, P. Sengupta

{"title":"Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing","authors":"T. Philip, P. Sengupta","doi":"10.1080/10508406.2020.1828089","DOIUrl":"https://doi.org/10.1080/10508406.2020.1828089","url":null,"abstract":"ABSTRACT Background We outline a case for how the Learning Sciences is at a powerful inflection point where the “real world” needs to be seen as comprised of the political entities and processes in which learning happens. We seek to sharpen the principle that learning is political by elucidating historical and contemporary processes of European and U.S. imperialism that remain foundational to our field and by developing the argument that theories of learning are theories of society. Methods Through a contrapuntal approach, which emphasizes a critical lens to analyze empire, we juxtapose notions of authentic practice in computing education with scholarship in sociology that brings the lives of tech industry immigrant workers to the fore. Findings Our analysis reveals how the social construction of disciplinary and professional expertise in computing is intricately interwoven with historically persistent patterns of the appropriation of the lives and labor of endarkened people through systems of transnational migration and institutional forms of racial segregation. Contribution A contrapuntal lens in the Learning Sciences prompts our field to embrace the necessary uncertainties and the theoretical and methodological possibilities that emerge when sites of learning and learning itself are recognized as political and as contestations of empire.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"141 1","pages":"330 - 349"},"PeriodicalIF":3.8,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75154205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 30

Educational intimacy: Learning, prefiguration, and relationships in an LGBTQ+ youth group’s advocacy efforts 教育亲密:LGBTQ+青年团体倡导工作中的学习、预示和关系

IF 3.8 1区教育学

Journal of the Learning Sciences Pub Date : 2020-10-05 DOI: 10.1080/10508406.2020.1821202

Suraj Uttamchandani

{"title":"Educational intimacy: Learning, prefiguration, and relationships in an LGBTQ+ youth group’s advocacy efforts","authors":"Suraj Uttamchandani","doi":"10.1080/10508406.2020.1821202","DOIUrl":"https://doi.org/10.1080/10508406.2020.1821202","url":null,"abstract":"ABSTRACT Background Using a conceptualization of learning as the act of organizing possible futures, I examine prefigurative relationship-building processes. Youth organizing research has shown that relational and political development are outcomes of participation, but offers limited examples of how these developments co-occur in discourse. Methods I research alongside Chroma, an LGBTQ+-themed community-based youth group whose members offer training to teachers and others about working with LGBTQ+ youth. Drawing on critical ethnography and discourse analysis, I engage the question: What was the character of the social relations Chroma youth organized together as they worked to advance their educational advocacy projects? Findings I develop a notion of educational intimacy, which describes relationships that allow for inclusive and productive engagement in advocacy and learning while also mirroring desired future social configurations. I ground my development of educational intimacy in audio data from Chroma meetings, workdays, and trainings. Contribution I situate educational intimacy in queer theoretic perspectives and existing learning sciences research. I conclude with some open questions about educational intimacy and learning in collective action projects. Educational intimacy offers a way of talking about how relational and political developments co-occur as learning processes in social movement spaces.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"29 1","pages":"52 - 75"},"PeriodicalIF":3.8,"publicationDate":"2020-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80354637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 16