Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school

Meixi, None

doi:10.1080/10749039.2022.2142242

Cited by 7 publications

(3 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the core of the story remains the same, each storylistener has the responsibility to find the teachings of that story for that particular moment in their life and find the work that the story can do in their heart (Archibald, 2008). Storywork ensures a multiplicity of possibilities for sensemaking and strengthened relational commitments (for growing scholarship in stories in human development, see Marin & Bang, 2015;McDaid Barry et al, 2023;Meixi, 2022). Every cultural community has stories as teaching on their theories of life (Bettelheim, 2010).…”

Section: Origin Theory Of Learning 3: Storying Relationsmentioning

confidence: 99%

“…Alongside the dimension of politics and power in learning, studies have increasingly attended to the socioaxiological as an underexamined and yet core dimension of the study and design of learning (Bang et al, 2015; Booker, 2016; Elliott-Groves & Meixi, 2022; Marin et al, 2020; Meixi, 2022; Nzinga, 2023b; Nzinga & Medin, 2018). We draw on Bang et al’s (2015) work on the axiological in community-based design research to use socioaxiological to refer to the underlying relational, ethical, and aesthetic qualities, assumption, and structures that undergird the theories, contexts, and practices of “what is good, right, true, and beautiful—that shape current and possible meaning, meaning-making, positioning, and relations in cultural ecologies” (p. 29).…”

Section: Two Restorative Currents In the Field Of Learning And Develo...mentioning

confidence: 99%

“…Additionally, there are growing movements in K–12 systems for land-and-family-based teaching and learning (Bang et al, 2015; Meixi, 2022; Nxumalo & Cedillo, 2017). Learning in Places collective (http://learninginplaces.org/) and CONAFE’s Community education for well-being in Mexico ( Educación comunitaria para el bienestar del Consejo Nacional de Fomento Educativo ) are two examples of work that illustrate the potentialities on land and family-based teaching on health and well-being through pedagogy and land-based evaluations.…”

Section: Five Origin Theories Of Learningmentioning

confidence: 99%

See 2 more Smart Citations

Origin Theories of Learning: A River With Many Sources

Meixi,

Nzinga

2023

Review of Research in Education

Self Cite

View full text Add to dashboard Cite

This chapter is grounded in a closer examination of the multiple origins of our theories of learning. Two questions guide our inquiry. First, in what ways has the science of learning and development originated in the lifeways of our ancestors? And second, what are some Global South Side origins of our theories of learning? First, we use two river stories to highlight growing restorative sociocultural and socioaxiological currents in the field. We then offer five origin theories: (a) spiritwork; (b) land is, therefore we are; (c) storying relations; (d) formal and organic intellectuals; and (e) settings grow from settings. We describe each one and potential ways forward for those interested in designing collective thriving grounded in our age-old theories of life.

show abstract

Section: Origin Theory Of Learning 3: Storying Relationsmentioning

confidence: 99%

Section: Two Restorative Currents In the Field Of Learning And Develo...mentioning

confidence: 99%

Section: Five Origin Theories Of Learningmentioning

confidence: 99%

See 1 more Smart Citation

Origin Theories of Learning: A River With Many Sources

Meixi,

Nzinga

2023

Review of Research in Education

Self Cite

View full text Add to dashboard Cite

show abstract

Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts

Tran,

Penuel,

Singleton

et al. 2024

Science Education

View full text Add to dashboard Cite

The implementation of equity‐oriented reforms is never simply a technical matter: it involves directly engaging with the norms and politics responsible for reproducing inequitable opportunities and outcomes, and with efforts to promote educational justice. To date, there has been little research on how leaders in science education navigate the political environments of schooling to engage in equity work in their local contexts. The current political divisions within and among states regarding teaching about racial equity provide an important and timely context for such study. This study examines equity projects that science education leaders engage in and how these relate to recently passed legislation in several states regarding teaching about race and its ongoing role in shaping American society and institutions. It relies on survey data from science education leaders in 33 states, focusing on their familiarity with and involvement in different kinds of equity projects in science education, along with their perceptions of what supports and what hinders their equity‐focused work. Employing a mixed methods approach, including descriptive analysis, hierarchical linear modeling, and thematic analysis, we found that engagement in equity projects varied widely across and within states. However, in states with laws promoting equity, leaders were engaged in more racial equity‐related projects than in states with legislation that restrict discussion of matters of race, so‐called “gag orders”. These findings underscore the significance of the broader political environments in shaping science education leadership and present opportunities for researchers in the field to support leaders in navigating them.

show abstract

Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them

Nzinga

2023

Cognition and Instruction

View full text Add to dashboard Cite

Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school

Cited by 7 publications

References 40 publications

Origin Theories of Learning: A River With Many Sources

Origin Theories of Learning: A River With Many Sources

Studying the Implementation of Equity Projects in Science Education in Divisive Political Contexts

Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them

Contact Info

Product

Resources

About