Dis-placing place-making: how African-American and immigrant youth realize their rights to the city

Taylor, Katie; Silvis, Deborah; Bell, Adam

doi:10.1080/17439884.2018.1526804

Cited by 9 publications

(5 citation statements)

References 49 publications

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“…For example, through connecting learning and place, mobility is a means to have students tell the story of their community and its history (Taylor et al, 2018;Taylor & Hall, 2013). This method of inquiry allows youth to build a relationship with the community they live in through their movement within the community, through learning about the history of the place, and then through advocating for change.…”

Section: Civic Discourse and Action For Spatial Justicementioning

confidence: 99%

Healing through Geography: A Spatial-Learning Analysis and Praxis

Germinaro

2022

Journal of Critical Thought and Praxis

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Learning takes place in and across settings. In this conceptual piece, a spatial-learning praxis is presented to understand geographic trauma to invoke healing from trauma through. I begin by providing a context of the links between oppression and trauma. I then highlight how it persists for learners and the consequences trauma has for students of color. I then build off of critical pedagogy, learning theory, Black feminism, Black geographies, and Indigenous studies to describe a form of learning and transformation that is dedicated to elements of healing centered learning. I briefly review these conceptual foundations as a preface to introducing a framework of healing centered learning and its components grounded in four anchors including (in no particular order): (a) learning and identity (b) geography (c) and oppression and trauma. Understanding geo-onto-epistemologies allows for mechanisms for learning to move past resilience and into healing, sustaining change over time. I conclude with learning and the applications to heal identities through the design of learning environments and spatial analysis.

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Section: Civic Discourse and Action For Spatial Justicementioning

confidence: 99%

Healing through Geography: A Spatial-Learning Analysis and Praxis

Germinaro

2022

Journal of Critical Thought and Praxis

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“…From a post‐digital perspective, technology is inseparable from the human experience where technological assemblages (Duarte, ) are co‐constructed and stabilize student meaning‐making. Our Site Visits assume learner autonomy in which classroom hierarchies (ie, teacher‐student) are displaced through digital media (Taylor, Silvis, & Bell, ) and where relationships within and across contexts are dynamic.…”

Section: Framingmentioning

confidence: 99%

Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting

Bell¹,

Taylor²,

Riesland³

et al. 2019

Brit J Educational Tech

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If an objective of public higher education is to engage with a diversity of communities, then coursework should be less insulated within classrooms. This work describes and analyzes a university course design that supports undergraduate students to experience learning as relational and transformational via Site Visits within various communities. We focus on “technological assemblages” as a way to understand students’ reorientation to the process and purpose of learning (and teaching). We analyze experiences within the course as moments of disorientation, reassembly and stabilization in which students use their mobile devices, bodies and interactions‐in‐place to understand familiar locations as socially and historically contingent sites of learning (and teaching). We argue that this instructional model does important work of putting students at the nexus of building relationships between the university and other community settings around the city.

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“…Furthermore, while studies of learning increasingly engage the moving body as a resource for meaning making (e.g. Taylor et al, 2018;Hall, Ma & Nemirovsky, 2015;Marin & Bang, 2018), infants' situated knowledge remains paradoxically at the margins of scholarly attention, with some notable exceptions (e.g. Elwick & Sumsion, 2013;Johansson, 2011).…”

Section: Towards An Infant Standpoint Theorymentioning

confidence: 99%

“…The video collected by my nephew in the second year of the study was similarly blurry, jumpy, and stuttering (Clip E). FPPV like this is defined by onthe-move recording of people who may be walking or running, jumping, crouching, turning, and even cartwheeling (Taylor et al, 2018;Umphress & Sherin, 2015). However, instead of a weakness, I took the quality of the video as a resource for developing the filmic thematic of dynamic motion and musicality.…”

Section: Composing Commotion: the Making Of A Montage Filmmentioning

confidence: 99%

“…As cameras become smaller and more light weight -as well as more affordable and accessible -they are now commonly found in all kinds of spaces and settings where children learn. There are many important questions now being asked about video technologies' ethical, epistemological, theoretical, and technical ramifications in research arrangements (Bates, 2015;Derry et al, 2010;MacLure, Holmes, MacRae & Jones, 2010;Pink, 2015;Taylor, Silvis & Bell, 2018;Vossoughi & Escude, 2016;Umphress & Sherin, 2015). Educational researchers have paid less attention to the aesthetic dimensions of video based research.…”

Section: Introductionmentioning

confidence: 99%

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Unsettling Video

Silvis¹

2019

Video J. Educ. Pedagog.

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This article is a reflection on the process and epistemological affordances of co-producing video with an infant. Through the lens of montage filmmaking, a number of novel perspectives on learning came into view. For one, the infant’s ways of knowing through the body were foregrounded, and speech and language played a backstage role. This then placed attention on how bodies carry intensities and vitality not adequately represented through text (Manning & Massumi, 2014; Stern, 2010). In addition, this approach supported going beyond conventional uses of video as data; data tend to be taken as “given,” or alternatively, as “created” but then given over to the analytic gaze. As another approach to video recordings of learning, video montage reanimated aesthetics and movement instead of discourse and meaning as the leading foci of inquiry. The result unsettled received notions of both video production and knowledge production.

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Dis-placing place-making: how African-American and immigrant youth realize their rights to the city

Cited by 9 publications

References 49 publications

Healing through Geography: A Spatial-Learning Analysis and Praxis

Healing through Geography: A Spatial-Learning Analysis and Praxis

Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting

Unsettling Video

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