2019
DOI: 10.1080/10749039.2019.1652327
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Youth as historical actors in the production of possible futures

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Cited by 56 publications
(27 citation statements)
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“…Moreover, educators considered how their pedagogical choices could work to shape young people's relationships to power, risk, trust, and legitimacy in science education (Erickson, ). Resonating with the work of Espinoza () and Gutiérrez (), educators invoked the past as well as present day injustices to reorganize it and seek to transform these injustices (Gutiérrez et al, ). Resisting messages of being unwanted created a radical space of belonging that used science and engineering as entry points for creation, political expression, and intellectual expansion (Bang, Warren, Rosebery, & Medin, ; Jurow, ; Lee, ).…”
Section: Discussionmentioning
confidence: 99%
“…Moreover, educators considered how their pedagogical choices could work to shape young people's relationships to power, risk, trust, and legitimacy in science education (Erickson, ). Resonating with the work of Espinoza () and Gutiérrez (), educators invoked the past as well as present day injustices to reorganize it and seek to transform these injustices (Gutiérrez et al, ). Resisting messages of being unwanted created a radical space of belonging that used science and engineering as entry points for creation, political expression, and intellectual expansion (Bang, Warren, Rosebery, & Medin, ; Jurow, ; Lee, ).…”
Section: Discussionmentioning
confidence: 99%
“…In fact, the extant literature increasingly calls for teachers to imagine more expansive futures for minoritized youth as a part of addressing deficit narratives (Hoffman-Kipp et al, 2003;Lewis et al, 2020). As scholars who focus on developing teachers' proleptic pedagogies demonstrate, teachers who speak to learners, especially those from historically minoritized groups, as if they are already members of a cultural community, such as that represented by the community of scientists or writers that have historically made unwelcome particular groups, speak to their conceptions of students as potential future members (Crafter & de Abreu, 2010;Glick & Walqui, 2020;Gutiérrez, 2018;Gutiérrez et al, 2019;Hoffman-Kipp et al, 2003). They create a gateway to that imagined society-a gateway that students may exercise agency to enter or not.…”
Section: Links Between Academic Language Learning and Proleptic Posit...mentioning
confidence: 99%
“…From a socio‐cultural perspective (eg, Ivey & Johnston, 2013), the circle of choice‐motivation‐learning engagement is part of a relational reciprocity, a way of increasing options for learners, teachers and the wider society (Gutierrez et al., 2019). For children and younger adults, the design of popular video games, web‐based programs and resources incorporates choice to motivate users to engage with the programs on a repeated and sustained basis (eg, Hwang et al., 2012).…”
Section: Introductionmentioning
confidence: 99%