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

Nzinga, Kalonji

doi:10.1080/07370008.2023.2240460

Cited by 1 publication

(1 citation statement)

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“…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%

Origin Theories of Learning: A River With Many Sources

Meixi,

Nzinga

2023

Review of Research in Education

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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.

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