Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/611
Title: | Unpacking signs of learning in complex social environments: Desettling neoliberal market-driven educational methodologies, epistemologies and recognitions of learning |
Authors: | Adams, Jennifer D Barma, Sylvie Vincent, Marie-Caroline Voyer, Samantha Rahm, Jrene Touioui, Ferdous Sengupta, Pratim Shanahan, Marie-Claire Hladik, Stephanie Paré, Dylan Chaffee, Rachel Luehmann, April Greenberg, Day Thompson, Jessica Haganah, Sara Barton, Angela Calabrese O'Connor, Kevin |
Issue Date: | Jul-2018 |
Publisher: | International Society of the Learning Sciences, Inc. [ISLS]. |
Citation: | Adams, J. D., Barma, S., Vincent, M., Voyer, S., Rahm, J., Touioui, F., Sengupta, P., Shanahan, M., Hladik, S., Paré, D., Chaffee, R., Luehmann, A., Greenberg, D., Thompson, J., Haganah, S., Barton, A. C., & O'Connor, K. (2018). Unpacking signs of learning in complex social environments: Desettling neoliberal market-driven educational methodologies, epistemologies and recognitions of learning. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences. |
Abstract: | This structured poster session examines the design and study of meaning making in and across multimodal contexts, exploring in particular how the recognition of new signs of learning, in new ways, might enter into the reconfiguration of educational practices and institutions. We expand on recent work in the learning sciences that challenges prevailing power structures and the ways that they are produced by existing ways of recognizing learning. Together, the presentations build on the work of sociocultural and semiotic theories to challenge current neoliberal ideals about what counts as knowing, learning, and becoming, as well as who can come to know. |
URI: | https://doi.dx.org/10.22318/cscl2018.1320 https://repository.isls.org//handle/1/611 |
Appears in Collections: | ICLS 2018 |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.