Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6671
Title: Exploring the Dynamics and Potentials of Reimagining and Engaging Intergenerational Learning
Authors: Bang, Megan
Booker, Angela
Villanosa, Krystal
Nolan, Charlene
Peterson, Shawn
Ramayon, Amanda
Braun, Ashley
Ortiz, Sara Marie
Bell, Philip
Pugh, Priya
Sherry-Wagner, Jordan
*, Meixi
Vossoughi, Shirin
McDaid-Morgan, Nikki
Bricker, Leah
Bruce, Forrest
Guerra, Mario
Tzou, Carrie
Starks, Elizabeth
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Bang, M., Booker, A., Villanosa, K., Nolan, C., Peterson, S., Ramayon, A., Braun, A., Ortiz, S. M., Bell, P., Pugh, P., Sherry-Wagner, J., *, M., Vossoughi, S., McDaid-Morgan, N., Bricker, L., Bruce, F., Guerra, M., Tzou, C., & Starks, E. (2020). Exploring the Dynamics and Potentials of Reimagining and Engaging Intergenerational Learning. 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. 446-452). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Intergenerational learning has been a feature of human communities since time immemorial. However, over socio-historic time we have created institutions that have shifted, disrupted, and transformed not only what is, or is not learned in intergenerational contexts but also how learning itself unfolds. This is particularly true in industrialized nation states in which mass schooling has become a central facet of childhood (e.g. Rogoff, 2003, Cole, 1998). Importantly, the disruption and transformation of intergenerational learning has not been happenstance or desired for all communities. Indeed, disrupting and preventing intergenerational learning (e.g. through family break up and child extraction) has been a key tool of domination across time. This symposium works to understand both the disruptions and reimaginings of the engagement of families and intergenerational learning dynamics with insights into the design of more effective learning environments that contribute to human thriving.
URI: https://doi.dx.org/10.22318/icls2020.446
https://repository.isls.org//handle/1/6671
Appears in Collections:ICLS 2020

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