Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6669
Title: Deepening Perceptions of Learning: Studying and Designing Ethical Practice With Researchers, Teachers and Learners
Authors: Vossoughi, Shirin
Bang, Megan
McDaid-Morgan, Nikki
Hooper, Paula
Berry, Allena
Papak, Alexis
Booker, Angela
Collins, Caroline
Marin, Ananda
Halle-Erby, Kyle
Agarwal, Priyanka
*, Meixi
Cortez, Arturo
Nzinga, Kalonji
Tayne, Kelsey
Davis, Natalie
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Vossoughi, S., Bang, M., McDaid-Morgan, N., Hooper, P., Berry, A., Papak, A., Booker, A., Collins, C., Marin, A., Halle-Erby, K., Agarwal, P., *, M., Cortez, A., Nzinga, K., Tayne, K., & Davis, N. (2020). Deepening Perceptions of Learning: Studying and Designing Ethical Practice With Researchers, Teachers and Learners. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 430-437). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Building on recent efforts to center questions of power and politics within the learning sciences, this symposium brings together a set of papers that seek to analyze and surface the ethical dimensions of human learning. Collectively, the papers ask: What becomes visible, analytically, when we take learning to be politically and ethically laden? What do we miss when we don’t attend to these dimensions of learning? What does foregrounding ethics mean for how we design and study human learning and meaning-making? Each paper addresses these questions by providing key empirical examples drawn from ethnographic research on the activity, relationality and learning of 1) researchers; 2) teachers; and 3) students. Our analysis is aimed at constructing lenses that challenge the politics of neutrality in research on learning, and that deepen our analytic perception by helping us attune to intellectual and relational dimensions of learning that we may not otherwise see.
URI: https://doi.dx.org/10.22318/icls2020.430
https://repository.isls.org//handle/1/6669
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
430-437.pdf233.94 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.