Youth as historical actors in the production of possible futures

Gutiérrez, Kris D.; Becker, Bryce L. C.; Espinoza, Manuel Luis; Cortes, Krista; Cortez, Arturo; Lizárraga, José Ramón; Rivero, Edward; Villegas, Karen; Yin, Peng

doi:10.1080/10749039.2019.1652327

Cited by 54 publications

(27 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, educators considered how their pedagogical choices could work to shape young people's relationships to power, risk, trust, and legitimacy in science education (Erickson, ). Resonating with the work of Espinoza () and Gutiérrez (), educators invoked the past as well as present day injustices to reorganize it and seek to transform these injustices (Gutiérrez et al, ). Resisting messages of being unwanted created a radical space of belonging that used science and engineering as entry points for creation, political expression, and intellectual expansion (Bang, Warren, Rosebery, & Medin, ; Jurow, ; Lee, ).…”

Section: Discussionmentioning

confidence: 99%

Using historical and political understanding to design for equity in science education

Shea

Sandoval²

2019

Science Education

View full text Add to dashboard Cite

In this article we studied how community educators' designed for equity in an after school science program. Building from discussions of equity in out-of-school-time (OST) science, this case study offers insight into the role of pedagogy in organizing for dignity and belonging in an after school program. This case study focused on the practices of nine Latinx community educators as they supported science practices in an after school program. Grounded in an understanding of place and the specific cultural, political, and historical densities of life in an agricultural town, the study found that educators created a space of affirmation and care that supported alternative paths to deep engagement in science. The findings add dimensionality to current discourses of equity in OST science and engineering education by examining how historical and political understanding of marginalization informed educators' pedagogical strategies. These strategies include offering: moment-tomoment affirmations of young people's ideas, material and cultural generosity in the Studio, connections to political belonging through science, and extensions from community activities into the after school science inquiries. Together educators created a space of belonging that used science and engineering as entry points for creation, political expression, and intellectual expansion.

show abstract

Section: Discussionmentioning

confidence: 99%

Using historical and political understanding to design for equity in science education

Shea

Sandoval²

2019

Science Education

View full text Add to dashboard Cite

show abstract

“…In fact, the extant literature increasingly calls for teachers to imagine more expansive futures for minoritized youth as a part of addressing deficit narratives (Hoffman-Kipp et al, 2003;Lewis et al, 2020). As scholars who focus on developing teachers' proleptic pedagogies demonstrate, teachers who speak to learners, especially those from historically minoritized groups, as if they are already members of a cultural community, such as that represented by the community of scientists or writers that have historically made unwelcome particular groups, speak to their conceptions of students as potential future members (Crafter & de Abreu, 2010;Glick & Walqui, 2020;Gutiérrez, 2018;Gutiérrez et al, 2019;Hoffman-Kipp et al, 2003). They create a gateway to that imagined society-a gateway that students may exercise agency to enter or not.…”

Section: Links Between Academic Language Learning and Proleptic Posit...mentioning

confidence: 99%

Pedagogy of Possibility: Proleptic Teaching and Language Learning

Galloway

Meston

2022

Journal of Literacy Research

View full text Add to dashboard Cite

We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students to engage in authentic uses of academic discourse as well as to develop critical rhetorical flexibility—or skill in using all language resources flexibly and critically as a part of participation in an array of social contexts. We suggest that the use of proleptic talk transforms the tenor of academic language instruction by centering students’—rather than teachers’—goals for language learning and by recognizing learners’ past, present, and future selves.

show abstract

“…From a socio‐cultural perspective (eg, Ivey & Johnston, 2013), the circle of choice‐motivation‐learning engagement is part of a relational reciprocity, a way of increasing options for learners, teachers and the wider society (Gutierrez et al., 2019). For children and younger adults, the design of popular video games, web‐based programs and resources incorporates choice to motivate users to engage with the programs on a repeated and sustained basis (eg, Hwang et al., 2012).…”

Section: Introductionmentioning

confidence: 99%

Designing personalised instruction: A research and design framework

Kucirkova

Gerard

Linn

2021

Brit J Educational Tech

View full text Add to dashboard Cite

Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi‐structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a framework for personalisation research and design. Thematic analysis of the interviews revealed that professionals value each type of personalisation opportunity (eg, customising for age‐appropriate content, supports for student choice, automated guidance based on learner responses) and identify challenges (eg, trade‐offs between adaptive and standardised instruction). Three research/design dilemmas emerged: individualisation and equity; group customisation and individual benefit; and adaptation and validity of measurement. We discuss these dilemmas in relation to three categories of personalisation: customisation by designers or teachers to support a specific audience (grade level, course, community); individualisation to support user choice (of book to read, project topic); and adaptation of instructional activities based on automated analysis of logged user performance (performance metrics, natural language processing, cumulative indicators). We suggest some guiding questions for a generative agenda for future research on personalised instruction. What is already known about this topic Personalised learning is popular among educational professionals. Personalised design has multiple and inconsistent definitions. A shared framework for personalised instruction would facilitate research and design. What this paper adds A succinct but comprehensive definition of personalised education. Perspectives on personalisation from an international group of practitioners and designers. A framework including three dilemmas to guide future research on the design and practice of personalised instruction. Implications for practice and/or policy A shared definition of personalisation can support communication across diverse stakeholders. The framework can guide future design and instruction with personalised educational technology. The framework identifies dilemmas that illustrate ethical pathways for policy‐makers responsible for personalised education.

show abstract

Youth as historical actors in the production of possible futures

Cited by 54 publications

References 33 publications

Using historical and political understanding to design for equity in science education

Using historical and political understanding to design for equity in science education

Pedagogy of Possibility: Proleptic Teaching and Language Learning

Designing personalised instruction: A research and design framework

Contact Info

Product

Resources

About