Please use this identifier to cite or link to this item:
|Title:||Power in the Digital Age: A Critical Revision to Productive Disciplinary Engagement (PDE)|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Agarwal, P. & Sengupta-Irving, T. (2018). Power in the Digital Age: A Critical Revision to Productive Disciplinary Engagement (PDE). 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:||Engle and Conant’s (2002) articulation of productive disciplinary engagement (PDE) highlights problematizing, resources, intellectual authority and accountability as important principles for designing learning environments. Yet, in the years since their writing, the field has advanced significantly in its articulation of power in relation to learning. Students’ disciplinary engagement is not only dependent on how they author, share or convince others of their ideas, but also how such practices invoke issues of power. This suggests a need to revise the framework to engage specifically with what are now readily understood as racialized, classed, and gendered dimensions of learning. In this paper, we bring the issues of power to the forefront to explore the equity potential of the PDE framework. This preliminary move – which centers on the promise of positioning as a principle – is a starting point for the field in working toward a more integrated understanding of power and disciplinary learning.|
|Appears in Collections:||ICLS 2018|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.