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|Title:||Bridging Multiple Ecologies to Support and Research Learning in Contested Spaces|
Graville, Cynthia Story
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Weidler-Lewis, J., Graville, C. S., & Gould, M. (2018). Bridging Multiple Ecologies to Support and Research Learning in Contested Spaces. 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 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||This poster presents a theoretical and methodological framework for studying complex phenomenon and organizing for learning in contested spaces. A contested space challenges assumptions about power, privilege, and possibility. Our early-stage work is designing a family maker space in a minimum-security prison to support STEM pathways for incarcerated women and their children. In order to design for - and research learning - from an equity perspective, multiple “ecologies” are drawn from that we argue are applicable to other contested spaces, further supporting learning for vulnerable and marginalized populations.|
|Appears in Collections:||ICLS 2018|
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