“Every Shut Eye Ain’t Sleep”: Studying How People Live Culturally

Lee, Carol D.; Spencer, Margaret Beale; Harpalani, Vinay

doi:10.3102/0013189x032005006

Cited by 144 publications

(101 citation statements)

References 17 publications

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“…Youth from less privileged backgrounds often have resources of resilience and persistence that help them confront and thrive in new situations (Lee, Spencer, & Harpalani, 2003;Yosso, 2005). At the same time, they may have less exposure to wide ranges of possible futures than their more privileged peers.…”

Section: Insights About Engaging Diverse And/or Fearful Learners In Ementioning

confidence: 99%

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Carlone

Huffling

Tomasek

et al. 2015

International Journal of Science Education

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Abstract:The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as 'unthinkable'. This is an ethnographic study of 16 diverse high school youths' participation, none of who initially fashioned themselves as 'outdoorsy' or 'animal people', in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as 'good' participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths' identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths' engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths' connections to animals, nature, and science. Finally, we propose that youths' situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support.

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Section: Insights About Engaging Diverse And/or Fearful Learners In Ementioning

confidence: 99%

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

Carlone

Huffling

Tomasek

et al. 2015

International Journal of Science Education

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“…Instead, differences in ability are attributed to learners' participation in specific cultural-historically situated activity systems rather than being blamed on disadvantage and deficits (Gutiérrez & Rogoff, 2003) or narrow conceptions of competence (Gipps, 1999). For example, there has been ongoing research with Bakhtinian forms of discursive practices, or what is called "third spaces" (e.g., Gutiérrez, Baquedano-López, Alvarez & Chiu, 1999;Gutiérrez, Rymes, & Larsen, 1995), while others who work with African American communities have capitalized on the normally undervalued funds of knowledge that these learners embody (e.g., C. D. Lee, 2001; C. D. Lee & Majors, 2003; C. D. Lee, Spencer, & Harpalani, 2003;Majors, 2003). Alternatively, research in technology-intensive learning environments allows students to interact in model activity systems such as Michael Cole's Fifth Dimension (Cole, 1995(Cole, , 1996Nicolopoulou & Cole, 1993), Kris Gutiérrez's Las Redes (Gutiérrez, Baquedano-López, & Tejeda, 1999), and Sasha Barab's Quest Atlantic program (Barab, Hay, Barnett, & Squire, 2001).…”

Section: Collaboration: Enacting Learning and Developmentmentioning

confidence: 99%

“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory

Roth

Lee²

2007

Review of Educational Research

776

489

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KEYWORDS: cultural-historical activity theory, dialectics, theory-praxis gap, activity systems, contradictions, learning, development.More than seven decades ago, the Russian psychologist Lev S. Vygotsky (1934Vygotsky ( /1986) noted that (educational) psychology was in a state of crisis because of the "atomistic and functional modes of analysis . . . [that] treated psychic processes in isolation" (p. 1). Specifically, he pointed out that the separation of intellect and affect as subjects of study [was] a major weakness of traditional psychology, since it [made] the thought process appear as an autonomous flow of "thoughts thinking themselves," segregated from the fullness of life, from the personal need and interests, the inclinations and impulses of the thinker. (p. 10) These analytic challenges remained unresolved for years, leading Vygotsky's student A. N. Leont'ev (1978) to continue expressing dissatisfaction over the eclectic state of (educational) psychology. As readers will quickly verify, it is difficult to find research recommendations concerned with knowing and learning in and out of schools and across the life span that take into account the kind of holistic integration that Vygotsky had originally championed. Now, as then, we are confronted with a number of conundrums in educational research and practice, which advances in modern psychology have not fully overcome. To better place these issues in context, we present a short vignette below that conveys something of the multiple tensions facing classroom teachers and educators everywhere.

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“…Previous studies have shown that hybrid learning environments allow students to take alternative paths to understanding and thus favor the engagement of minority students in meaningful and productive ways in school subjects, increasing minority students' opportunities for accessing the knowledge of the traditional school domains (Lee, Spencer, & Harpalani, 2003). The results of the research reported here show that in interactive groups hybrid avenues of participation are encouraged, among other reasons, because the contributions of all participants are equally valued on the basis of the arguments provided (egalitarian dialogue).…”

Section: Discussionmentioning

confidence: 99%

Egalitarian dialogue and instrumental dimension. Two princi- ples of dialogic learning in the classroom

Racionero-Plaza

2017

PSYE

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Dialogic conceptualizations of learning have rapidly arisen in the last two decades. Building upon Vygotsky's socio-cultural psychology, these theories emphasize that people make meaning in interaction with others, where language is the main mediational tool. One of those accounts is the theory of "dialogic learning" (Flecha, 2000). This article explores two of the principles of dialogic learning: egalitarian dialogue and instrumental dimension, through the meanings that a group of elementary school children gave to learning in interactive groups, a practice of dialogic learning in the classroom. The data revealed the meanings that students gave to those two principles of dialogic learning and how each of those principles gets manifested in interactive groups. Regarding egalitarian dialogue, children perceived that participants in interactive groups hold validity claims, engage in communicative action, and care about the effects and context of the interactions. As for the principle of instrumental dimension, the students pointed out multiple ways in which dialogue act as a tool to learn more, for example, facilitating the identification of gaps and errors in one's reasoning and fostering the development of communicative abilities. Key words: dialogic learning, dialogue, interaction, interactive groups. Diálogo igualitario y dimensión instrumental. Dos principios del aprendizaje dialógico en el aula RESUMEN:En las dos últimas décadas han surgido con rapidez conceptualizaciones dialógicas del aprendizaje. Basándose en la psicología socio-cultural de Vygotsky, estas teorías enfatizan que las personas crean significado en la interacción social, donde el lenguaje es la principal herramienta mediacional. Una de esas teorías es la del "aprendizaje dialógico" (Flecha, 2000).Este artículo explora dos de los principios del aprendizaje dialógico: diálogo igualitario y dimensión instrumental, a través de los significados que un grupo de niñas y niños de educación primaria dan a aprender en grupos interactivos, una práctica de aprendizaje dialógico en el aula. Los datos revelaron lo que significa para las y los estudiantes esos dos principios del aprendizaje dialógico, así como la forma cómo cada uno de ellos se manifiesta en los grupos interactivos. Relacionado con el diálogo igualitario, las niñas y niños percibieron que las y los participantes en grupos interactivos tienen pretensiones de validez, participan de acción comunicativa, y se preocupan por los efectos y el contexto de las interacciones. Sobre el principio de dimensión instrumental, las y los estudiantes destacaron múltiples formas en las que el diálogo actúa como herramienta para aprender más, por ejemplo facilitando la identificación de lagunas y errores en el propio razonamiento y fomentando

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“Every Shut Eye Ain’t Sleep”: Studying How People Live Culturally

Cited by 144 publications

References 17 publications

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth

“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory

Egalitarian dialogue and instrumental dimension. Two princi- ples of dialogic learning in the classroom

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