Integrating Intersectionality into the Study of Learning

Annamma, Subini Ancy; Booker, Angela

doi:10.4324/9780203774977-21

Cited by 8 publications

(9 citation statements)

References 1 publication

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“…In line with the findings of other researchers (e.g., Carlone and Johnson 2007;Archer et al, 2014;Annamma and Booker 2020) our findings suggest the need to diversify science learning to allow all learners to positively connect with science (Durall 2020). To overcome persisting inequalities, more equitable science learning spaces and offers have to adapt to a diversity of needs and preferences in order to make science activities enjoyable for all (Annamma and Booker 2020;Voigt et al, 2020).…”

Section: Discussionsupporting

confidence: 87%

“…In this paper, we have investigated how to explore the gradual spectrum of unequal opportunities of young learners in connecting with science. We analyzed science learning ecologies by applying an intersectional perspective that allows for a fine-grained understanding of factors impacting equity in science learning that does not blame single individuals for their "deficits," but rather explores underlying structural inequalities shaping individual learning ecologies (Annamma and Booker 2020). Empirically, we first investigated the isolated effects of parameters influencing the development of a positive science attitude.…”

Section: Discussionmentioning

confidence: 99%

“…However, and importantly, this difficulty is not only related to the intersectional approach, but also to the concept of science identities (Carlone and Johnson 2007;Steinke 2017). Since unveiling, analysing and ultimately changing inequalities lie at the heart of the concept of intersectionality, the approach gives some guidelines about necessary structural -not individual-dimensions that need to be addressed (Annamma and Booker 2020). This is also why intersectionality might offer a useful conceptual frame for science identities to investigate their dimensions, relationality, and multiplicity (Avraamidou 2020).…”

Section: Discussionmentioning

confidence: 99%

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Is Science for Everyone? Exploring Intersectional Inequalities in Connecting With Science

et al. 2021

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Several studies have investigated the way learners connect with science, re-emphasising persisting inequalities in science learning. This article combines the concept of intersectionality with the theoretical lens of science learning ecologies to focus on inequalities in connecting with science: Which factors influence the formation of a positive science attitude of young learners and how does the social background of young learners influence their opportunities of connecting with science, focusing on the intersections of class and gender? Based on a quantitative survey among 1,486 visitors of non-formal science education offers aged between 8 and 21, we analyze important factors for the development of a positive science attitude and investigate structural inequalities. The intersectional perspective was implemented in the sampling, survey design as well as its analysis. Using composite indicators of age and gender as well as gender and educational capital, we avoid a homogenisation of broadly defined groups. The results highlight that the development of a highly positive science attitude–as identified in a stepwise logistic regression model–is linked to supportive social environments, intrinsic motivation, science learning in school as well as regular engagement in arts-based learning, and self-directed science learning. The learning ecology perspective illustrates the influence of school on science attitudes in general. From an intersectional perspective, however, our findings demonstrate that the persistence of an androcentric and classist concept of science is not compatible with every learning ecology; male learners from educationally affluent backgrounds are most likely to enjoy science learning and see how science relates to their everyday realities. In turn, however, not only female learners with lower educational capital but also male learners with lower educational capital might find it more difficult to connect with science. The intersectional approach unveiled the multiple ways educational capital and gender shape individual learning ecologies. More equitable science learning spaces and offers have to adapt to a diversity of needs and preferences in order to make science activities enjoyable for all.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Is Science for Everyone? Exploring Intersectional Inequalities in Connecting With Science

et al. 2021

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“…It is critical that any theory of learning be equipped to support the education of a diverse student body (by which we mean students of various racial/ethnic groups, including those differently abled and those with nonconforming gender identities) in the context of a segregated and inequitable society. Too often, classrooms reflect a commitment to cultural hierarchies where diverse ways of being, knowing, and doing are viewed as deviant and necessarily inferior (Annamma & Booker, 2020;Spencer et al, 2020). This dynamic draws on and perpetuates deficit perspectives and reproduces inequalities throughout systems of education (Dixon-Roman et al, 2020;Howard, 2020).…”

Section: Learning Theory and The Design Of Instructionmentioning

confidence: 99%

“…For example, privileged parents sometimes push to have their children diagnosed to attain school services for their children. At the same time, children of color are disproportionately diagnosed with disabilities, with school personnel too often conflating disabilities with behavioral issues and denying students opportunities to take advanced coursework (Annamma & Booker, 2020;Artiles et al, 2020). Thus, systems of power shape the learning experiences of students and how diagnoses of disabilities interact with those experiences.…”

Section: Learning Is Rooted In Evolutionary Biological and Neurological Systemsmentioning

confidence: 99%

Rethinking Learning: What the Interdisciplinary Science Tells Us

Nasir

Lee

Pea

et al. 2021

Educational Researcher

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Theories of learning developed in education and psychology for the past 100 years are woefully inadequate to support the design of schools and classrooms that foster deep learning and equity. Needed is learning theory that can guide us in creating schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression. In this article, we build on recent research in education, neuroscience, psychology, and anthropology to articulate a theory of learning that has the potential to move us toward that goal. We elaborate four key principles of learning: (1) learning is rooted in evolutionary, biological, and neurological systems; (2) learning is integrated with other developmental processes whereby the whole child (emotion, identity, cognition) must be taken into account; (3) learning is shaped in culturally organized practice across people’s lives; and (4) learning is experienced as embodied and coordinated through social interaction. Taken together, these principles help us understand learning in a way that foregrounds the range of community and cultural experiences people have throughout the life course and across the multiple settings of life and accounts for learning as set within systems of injustice.

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Moving Learning Sciences Research into the Classroom

2022

The Cambridge Handbook of the Learning Sciences

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Integrating Intersectionality into the Study of Learning

Cited by 8 publications

References 1 publication

Is Science for Everyone? Exploring Intersectional Inequalities in Connecting With Science

Is Science for Everyone? Exploring Intersectional Inequalities in Connecting With Science

Rethinking Learning: What the Interdisciplinary Science Tells Us

Moving Learning Sciences Research into the Classroom

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