Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10258
Title: De/settling Powered Differentials and Disciplinary Practices Through Rightful Presence: Examining How Power, Emotions, and Resistance Shaped Emerging Epistemic Ideals in Middle School Science
Authors: Krishnamoorthy, Rishi
Duncan, Ravit Golan
Tan, Edna
Asada, Megumi
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Krishnamoorthy, R., Duncan, R. G., Tan, E., & Asada, M. (2023). De/settling powered differentials and disciplinary practices through rightful presence: Examining how power, emotions, and resistance shaped emerging epistemic ideals in middle school science. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 274-281). International Society of the Learning Sciences.
Abstract: There is a growing body of scholarship in science education that attends to the role of emotions and affect as shaping youths’ negotiation of and experiences with disciplinary science practices towards more expansive understandings of how youth make-meaning around science phenomena. This study builds on this growing scholarship by examining how power and positionality shapes emerging emotional configurations in classroom spaces. Grounded in a larger study involving implementing a justice-oriented middle-school biology unit, we utilized interaction analysis methods to examine how care for the well-being of the ‘other’ co-operatively emerged as an epistemic ideal when creating a community ethnography and was shaped by de/settling powered differentials; disciplinary practices; and youth and facilitators’ powered positionings in relation with macro sociopolitical worlds. This work contributes to our collective understanding of sense-making in science classrooms by nuancing the complex nature of engaging in allied sociopolitical struggles in explicitly justice-oriented learning spaces.
Description: Long Paper
URI: https://doi.org/10.22318/icls2023.513395
https://repository.isls.org//handle/1/10258
Appears in Collections:ISLS Annual Meeting 2023

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