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|Title:||Insights on (In)Equity Initiatives in the Context of Discourse, Organizations, and Identity|
Rodgers, Aireale J.
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Bethune, A., McCambly, H., Rodgers, A. J., & Villanosa, K. (2020). Insights on (In)Equity Initiatives in the Context of Discourse, Organizations, and Identity. 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. 468-475). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||In today’s educational settings, equity initiatives are simultaneously ubiquitous and highly contested. Struggles to achieve meaningful social change through these initiatives are often studied as a public policy or leadership crises, yet could and should be addressed anew as a matter of learning that is mediated by practitioners’ socio-political identities in organizational contexts. This symposium takes up this challenge, exploring how organizational settings mediate practitioner learning and activity to determine the relationship between macro-level equity discourses and micro-level socio-political identity. We build on theoretical and empirical work across organizational learning, educational equity, and identity. Across these papers we explore the relationship between identity and equity work in four distinct organizational contexts: 1) a faculty learning community within a research university, 2) two education grantmaking organizations, 3) science museums, and 4) an out-of-school time STEM education provider.|
|Appears in Collections:||ICLS 2020|
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