Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/919
Title: Designing for Rightful Presence in 6th Grade Science: Community Ethnography as Pedagogy
Authors: Barton, Angela Calabrese
Tan, Edna Tan
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Barton, A. C. & Tan, E. T. (2018). Designing for Rightful Presence in 6th Grade Science: Community Ethnography as Pedagogy. 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 1. London, UK: International Society of the Learning Sciences.
Abstract: To take up equity concerns seriously in teaching and learning STEM, the ways in which teaching and learning are historicized and relational activities need to be considered. The construct of rightful presence – and the co-constructed “making present” practices which give rise to moments of rightful presence – is one way to consider more systemically how to make sense of the historicized and relational nature of teaching and learning. Our study shows how integrating the equity-oriented design approach, community ethnography as pedagogy, as a part of teaching and learning STEM, supports the emergences of making present practices: modeling ethnographic data, re-performing injustices towards understanding and solidarity, and making change dynamic and visible in classroom work. These practices and their implications are described using ethnographic data from 6 urban middle school classrooms in two states during a STEM unit focused on engineering for sustainable communities.
URI: https://doi.dx.org/10.22318/cscl2018.80
https://repository.isls.org//handle/1/919
Appears in Collections:ICLS 2018

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