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|Title:||Deepening Perceptions of Learning: Studying and Designing Ethical Practice With Researchers, Teachers and Learners|
|Keywords:||Learning and Identity|
|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.|
|Appears in Collections:||ICLS 2020|
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