The role of laughter in correcting the efforts of learners in daily activities (<i>El papel de la risa para corregir los esfuerzos de los aprendices en actividades cotidianas</i>)

Martínez-Pérez, Margarita

doi:10.1080/02103702.2022.2059949

Cited by 3 publications

(4 citation statements)

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“…A correction may take the form of a scolding, for example, ‘Why can’t you be acomedida/o like your cousin?’ when a child has not helped out. Or a correction may be very subtle and lightened with laughter or instructional ribbing (Martínez-Pérez, 2022, this volume; Silva & Rogoff, 2020).…”

Section: In Lopi Learning With Shared Purpose Is Key To Why People Pa...mentioning

confidence: 99%

“…Esta corrección puede adoptar la forma de una regañina, por ejemplo: ‘¿Por qué no puedes acomedirte como tu primo?’, cuando el niño o la niña no ayudó. O una corrección puede ser muy sutil, aligerada con algunas risas o bromas instructivas (Martínez-Pérez, 2022, este número; Silva & Rogoff, 2020).…”

Section: En Lopi Aprender Con Una Meta Compartida Es Una Razón Clave ...unclassified

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The key role of community inLearning by Observing and Pitching Into family and community endeavours (El papel clave de la comunidad enAprender por medio de Observar y Acomedirseen las actividades de la familia y la comunidad)

Rogoff

Mejía-Arauz

2022

Journal for the Study of Education and Development

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This article focuses on communities' contributions to a way of learning that seems to be common in many Indigenous communities of the Americas and among people with heritage in such communities: Learning by Observing and Pitching In to family and community endeavours (LOPI). We briefly contrast this with community contributions in Assembly-Line Instruction, a way of learning that is common in Western schooling, to highlight the distinct contributions of community in these two ways of learning. We theoretically situate the two ways of learning, considering communities and individuals as mutually constituting aspects of the process of life, not as separate entities. Then we discuss the contributions of community to the reasons that people participate, how they interact, and the underlying theory of learning and purpose of learning in LOPI. We briefly address the role of community in how people communicate with each other and evaluate learning. To conclude, we consider the prevalence of LOPI both within Indigenous-heritage communities of the Americas and elsewhere, and our hopes for the contribution of describing this way of learning. RESUMENEste artículo se enfoca en las contribuciones de la comunidad a un modo de aprender que parece ser común en muchas comunidades indígenas de las Américas y entre los pueblos descendientes de estas comunidades: Aprender por medio de Observar y Acomedirse en actividades de la familia y la comunidad (LOPI, por sus siglas en inglés). Comparamos brevemente estas contribuciones de la comunidad en Instrucción en Línea de Ensamblaje, un modo de aprendizaje común en las escuelas occidentales, para poner de relieve las contribuciones distintas de la comunidad en estos dos tipos de aprendizaje. Situamos teóricamente ambos modos de aprender, mientras consideramos a las comunidades y a las personas como aspectos mutuamente constituyentes del proceso de vida, no como entidades separadas. Después discutimos las contribuciones de la comunidad en torno a las razones por las que participan las personas, cómo interactúan, y la teoría ARTICLE HISTORY

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Section: In Lopi Learning With Shared Purpose Is Key To Why People Pa...mentioning

confidence: 99%

Section: En Lopi Aprender Con Una Meta Compartida Es Una Razón Clave ...unclassified

The key role of community inLearning by Observing and Pitching Into family and community endeavours (El papel clave de la comunidad enAprender por medio de Observar y Acomedirseen las actividades de la familia y la comunidad)

Rogoff

Mejía-Arauz

2022

Journal for the Study of Education and Development

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“…Por su parte, Martínez-Pérez (2022), en el séptimo artículo, revela cómo en una comunidad maya tsotsil de México, el proceso de aprendizaje se puede orientar y corregir mediante interacciones que se dan con buen humor y risa, lo cual a su vez contribuye a cuidar y mantener las relaciones entre las personas. Las observaciones de Martínez Pérez ofrecen una idea muy original, en su artículo El papel de la risa para corregir los esfuerzos de los aprendices en actividades cotidianas .…”

Section: Avances En La Comprensión De Aprender Por Medio De Observar ...unclassified

“…In the seventh article, Martínez-Pérez (2022) reveals how, in a Maya Tzotzil community in Mexico, the learning process can be guided and corrected through interactions with good humour and laughter, which in turn contribute to caring for and supporting the relations among people. The observations from Martínez-Pérez offer a very original idea in her article The role of laughter in correcting the efforts of learners in daily activities .…”

mentioning

confidence: 99%

Advances in understanding Learning by Observing and Pitching In to family and community endeavours (LOPI). Introduction to the special issue (Avances en la comprensión de Aprender por medio de Observar y Acomedirse en las actividades de la familia y la comunidad (LOPI). Introducción al número especial)

Mejía-Arauz

Rogoff

Dexter

2022

Journal for the Study of Education and Development

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This article presents conceptual and empirical advances relating to Learning by Observing and Pitching In to family and community endeavours (LOPI). The opening article offers a new version of the LOPI model and a focused analysis of the key role of community. The other nine articles provide evidence of the social organization of LOPI, based on an axiology of relationality, respect, reciprocity and pitching in, in many Indigenous communities of the Americas. They discuss Indigenous theory and axiologies, as well as ethical attunements in LOPI; the importance of observation, respect, autonomy and laughter for learning; and the opportunities that LOPI brings to the revitalization of Indigenous languages, in learning at school and in online gaming communities. This issue shows how the LOPI paradigm is based in relationality and respect in communion among people, other beings and the land that we inhabit. RESUMENEste artículo presenta avances conceptuales y empíricos acerca de Aprender por medio de Observar y Acomedirse en las actividades de la familia y la comunidad (Learning by Observing and Pitching In in family and community endeavours, LOPI). El artículo inicial presenta una nueva versión del modelo del paradigma LOPI y precisiones sobre el papel clave que tiene la comunidad. Otros nueve artículos presentan evidencias de la organización social de LOPI fundamentada en una axiología de la relacionalidad, el respeto, la reciprocidad y el acomedirse en muchas comunidades indígenas de las Américas. Se tratan la teoría y las axiologías indígenas, así como afinaciones éticas en LOPI; la importancia de la observación, el respeto, la autonomía y la risa para el aprendizaje; y las oportunidades que LOPI aporta en la revitalización de lenguas indígenas, en el aprendizaje en la escuela y en las comunidades de los juegos en línea. El número muestra cómo el paradigma LOPI está basado en la relacionalidad y respeto en comunión entre personas, otros seres y la tierra que habitamos.

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On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging

Covarrubias

2024

Educ Psychol Rev

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Belonging is personal and political. As a fundamental human need, belonging is about self-acceptance and about feeling “accepted” by others. And yet, this process of acceptance is inextricably tied to structures of power that work to include and exclude. Structures of whiteness within higher education systems, for example, relegate low-income, first-generation-to-college students of color to the margins and undermine their capacity and desire to belong. This makes the task of developing institutional practices that foster belonging complex. Such a task prompts important questions about what “acceptance” looks like. For example, in what ways can practices of acceptance attend to existing power structures? Under what conditions can acceptance occur so as not to solely expect students to assimilate or to silence important parts of themselves? How can practices of acceptance recognize the diverse belonging needs of marginalized students and the politics surrounding those needs? To answer these questions, I utilize frameworks that reveal the paradoxes of belonging—the push and pull of being accepted in spaces that marginalize the self. Specifically, drawing from a place-belongingness and politics of belonging framework, I first provide a foundation for understanding the personal and political components of belonging for marginalized students. I then review harmful institutional practices of “acceptance” and discuss more transformative practices that sustain students’ cultural identities. Illuminating the personal and political facets of what it means to be accepted provides a pathway for reimaging who can, wants, and gets to belong.

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The role of laughter in correcting the efforts of learners in daily activities (El papel de la risa para corregir los esfuerzos de los aprendices en actividades cotidianas)

Cited by 3 publications

References 9 publications

The key role of community inLearning by Observing and Pitching Into family and community endeavours (El papel clave de la comunidad enAprender por medio de Observar y Acomedirseen las actividades de la familia y la comunidad)

The key role of community inLearning by Observing and Pitching Into family and community endeavours (El papel clave de la comunidad enAprender por medio de Observar y Acomedirseen las actividades de la familia y la comunidad)

On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging

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