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Title: Dignity Affirming Learning Contexts
Authors: Keifert, Danielle
Gutiérrez, Kris
Chen, Rachel
Goodwin, Marjorie Harness
Marin, Ananda
Vossoughi, Shirin
Cekaite, Asta
Rogoff, Barbara
Cortez, Arturo
de León, Lourdes
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Keifert, D., Gutiérrez, K., Chen, R., Goodwin, M. H., Marin, A., Vossoughi, S., Cekaite, A., Rogoff, B., Cortez, A., & de León, L. (2021). Dignity Affirming Learning Contexts. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 795-802). Bochum, Germany: International Society of the Learning Sciences.
Abstract: We examine how individuals from non-dominant communities and very young children engage with others in ways that affirm their educational dignity—"the multifaceted sense of a person’s value generated via meaningful participation in substantive intra- and inter-personal learning experiences that recognize and cultivate one’s mind, humanity, and potential” (Espinoza et al., 2020, p. 19). We analyze dignity through the lens of agency and affect to explore interactions between an autistic child playing with a family friend, Indigenous families on forest walks, young people's use of media for affective and sociopolitical action., and a young child recruiting adults to engage in an occasioned knowledge exploration practice. Through pairs of junior Learning Scientist with experts from child development, cultural psychology, anthropology, and linguistic anthropology, we articulate how sharing agency and centering affect can support new possibilities for dignity affirming learning contexts.
Appears in Collections:ISLS Annual Meeting 2021

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