Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1213
Title: Tensions and Possibilities for Political Work in the Learning Sciences
Authors: Booker, Angela N.
Vossoughi, Shirin
Hooper, Paula K.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Booker, A. N., Vossoughi, S., & Hooper, P. K. (2014). Tensions and Possibilities for Political Work in the Learning Sciences. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 919-926.
Abstract: How can the learning sciences engage more directly with the political dimensions of defining and studying learning? What might this engagement offer for democratizing learning? This paper delineates a tension between deep studies of learning and explicit attention to issues of power, inequality and human dignity. We frame this as a productive tension that will generate new insights, as well as conceptual and methodological tools that contribute to the democratization of learning. We identify a history of ideas inside and outside the learning sciences that inform this objective, including the political dimensions of the field's founding theorists. We then offer examples of ways these tensions manifest in our own empirical work, and conclude by considering how explicit attention to political dimensions of learning can advance our theories about what learning is, about what it is for, and about the conditions that give rise to deep forms of learning for all.
URI: https://doi.dx.org/10.22318/icls2014.919
https://repository.isls.org//handle/1/1213
Appears in Collections:ICLS2014

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