Social Analytic Artifacts Made Concrete: A Study of Learning and Political Education

Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making

“…In this context, a stance toward design and pedagogy that privileged hybridity (Gutiérrez, Baquedano-López, & Tejeda, 1999) and epistemological heterogeneity (Bang, in press) seeded subject-subject relations rooted Downloaded by [University of Tennessee, Knoxville] at 13:42 01 June 2016 in solidarity and opened up new possibilities for pedagogical practice. For example, the forms of political education that developed in this setting often ruptured nationalist frames, as well as some of the conventional practices within critical pedagogy, working to enact forms of epistemic openness that privileged multiple sources of authority and meaning, and treated students' sense-making as valid and full of potential (Talero, 2008;Vossoughi, 2014).…”

“…First, the Migrant Student Leadership Institute (MSLI), a social design experiment Vossoughi participated in both as an educator and a researcher was a summer program that sought to apprentice high school-aged migrant students in the academic and political tools necessary to enter into and help transform the university (Espinoza, 2009;Gutiérrez, 2008;Vossoughi, 2014). Here, program leaders were grounded in long-term work with migrant communities and routinely made visible to newer participants the multilayered conceptual history the program was both rooted in and contributing to.…”

Social Design Experiments: Toward Equity by Design

“…Literacy and social science were regularly brought together in learning activity. Our analysis of videos of teaching and learning activities, students' written and oral artifacts, instructional team meetings and curricular development across a decade of programming, identified significant shifts in students' learning, both in terms of their reading of difficult texts and the writing they produced in response to those texts (Vossoughi, 2014). To analyze our data, we organized curricular and student data and analyses by instructional team (termed familia) for each year of the program.…”

“…As an example, curricular practices were designed to develop a sociocritical literacy, as well as to develop historicized thinking about one's social situation and academic texts (Espinoza, 2009;Vossoughi, 2014). In the following passage, MSLI instructor Manuel Espinoza is explaining to students what it means to think of oneself as .…”

“…Our pedagogical design reorganized everyday and scientific concepts experienced by, or that were culturally resonant with, the migrant students' own experiences in order to leverage youths' existing repertoires of knowledge and skills to encourage learning that could have utility across tasks, purposes, disciplinary boundaries, learning environments, and social purposes (Gutierrez, 2008;Espinoza, 2009;Vossoughi, 2014).…”