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This volume brings together design thinking, critical social
theory, and learning sciences to describe promising learning
innovations that foster rights, dignity, and social justice for
youth. Each of the chapters provides a case study of a project and
discusses underlying theories and behind-the-scenes accounts of
implementation and lessons learned. The group of contributors
represent emerging scholars who are leading voices working at the
intersections of theory and practice for educational equity.
Chapters in this volume take up themes of power and equity in the
design and redesign of learning opportunities for young people. The
chapters show variation in the kinds of learning--from complex
ecologies spanning multiple institutions and age groups to specific
classroom or after-school spaces. Chapters also vary in the focal
ages of participants. Although most discuss experiences of young
people between the ages of 12-25, some also explore the learning of
elementary age youth. All of the chapters make the authors--who
were researchers, designers, teachers, and facilitators--part of
the narrative and process of learning. We are especially thankful
that the authors of these chapters invite the reader into their
thinking process and the tensions and contradictions that emerged
as they sought to catalyze transformative learning spaces.
The Complex Web of Inequality in North American Schools analyzes
and challenges the critical gaps and inequalities that persist in
the American school system. Showing how historical biases have been
inherited in current polices relating to non-dominant youth, the
text calls for educational reforms that perform in the name of
social justice. This edited collection carefully interrogates how
technocratic educational policies and reforms are often unequipped
to address the interplay of political, social, economic,
ideological factors that are at the roots of educational injustice.
Considering the most vulnerable student populations, original case
studies explore how inadequate structures, practices, and beliefs
have increased marginalization, and highlight those instances in
which policy has proved effective in reducing opportunity gaps
between economically rich and poor students; between white, Asian,
Black and Latino youth; between native English speakers and second
language learners; highlighting racial integration and unequal
American Indian education; and for students with special
educational needs. The insights into such policies shed light on
the complex web of historically embedded inequities that continue
to shape the construction, roll-out, and consequences of education
policy for the most marginalized youth populations today. This
volume will be of interest to graduate, and postgraduate students,
researchers and academics in the fields of education policy,
sociology of education, economics of education, and history of
education, and well as policy evaluation.
This book is a collection about cultural-historical activity theory
as it has been developed and applied by Yrjoe Engestroem. The work
of Engestroem is both rooted in the legacy of Vygotsky and Leont'ev
and focuses on current research concerns that are related to
learning and development in work practices. His publications cross
various disciplines and develop intermediate theoretical tools to
deal with empirical questions. In this volume, Engestroem's work is
used as a springboard to reflect on the question of the use,
appropriation, and further development of the classic heritage
within activity theory. The book is structured as a discussion
among senior scholars, including Y. Engestroem himself. The work of
the authors pushes on classical activity theory to address pressing
issues and critical contradictions in local practices and larger
social systems.
Generating Transworld Pedagogy: Reimagining La Clase Magica lays
the foundation for addressing one of the greatest challenges in the
21st century: meeting the educational needs of a diverse society
living in a complex, technology-driven world. It extends bilingual
and bicultural transformative critical pedagogy by appropriating
the use of mobile devices and digital tools within an after-school
setting. Four theoretical concepts anchor this collection: the
dialectic method, concepts of culture, a bilingual/bicultural
critical pedagogy, and the notion of the sacred sciences.
Generating Transworld Pedagogy showcases the intersection of
learners' linguistic, cultural, and historical knowledge as
critical tools for learning and for navigating the broader society.
The volume serves as an ideal framework for preparing teacher
educators and teacher candidates for a world in motion. It provides
a deeper understanding of the conditions needed to create the ideal
learning and teaching opportunities for bilingual learners. Special
highlights include a comprehensive resource for integrating
linguistic and cultural diversity within a technological and global
perspective for 21st century teachers and learners; a resource for
launching the model in new sociocultural contexts; an exemplar of
the innovative uses of mobile technology and digital literacies
within the learning setting; and a model for engaging in
socially-designed community-based research that can extend to an
international scale.
Generating Transworld Pedagogy: Reimagining La Clase Magica lays
the foundation for addressing one of the greatest challenges in the
21st century: meeting the educational needs of a diverse society
living in a complex, technology-driven world. It extends bilingual
and bicultural transformative critical pedagogy by appropriating
the use of mobile devices and digital tools within an after-school
setting. Four theoretical concepts anchor this collection: the
dialectic method, concepts of culture, a bilingual/bicultural
critical pedagogy, and the notion of the sacred sciences.
Generating Transworld Pedagogy showcases the intersection of
learners' linguistic, cultural, and historical knowledge as
critical tools for learning and for navigating the broader society.
The volume serves as an ideal framework for preparing teacher
educators and teacher candidates for a world in motion. It provides
a deeper understanding of the conditions needed to create the ideal
learning and teaching opportunities for bilingual learners. Special
highlights include a comprehensive resource for integrating
linguistic and cultural diversity within a technological and global
perspective for 21st century teachers and learners; a resource for
launching the model in new sociocultural contexts; an exemplar of
the innovative uses of mobile technology and digital literacies
within the learning setting; and a model for engaging in
socially-designed community-based research that can extend to an
international scale.
The Complex Web of Inequality in North American Schools analyzes
and challenges the critical gaps and inequalities that persist in
the American school system. Showing how historical biases have been
inherited in current polices relating to non-dominant youth, the
text calls for educational reforms that perform in the name of
social justice. This edited collection carefully interrogates how
technocratic educational policies and reforms are often unequipped
to address the interplay of political, social, economic,
ideological factors that are at the roots of educational injustice.
Considering the most vulnerable student populations, original case
studies explore how inadequate structures, practices, and beliefs
have increased marginalization, and highlight those instances in
which policy has proved effective in reducing opportunity gaps
between economically rich and poor students; between white, Asian,
Black and Latino youth; between native English speakers and second
language learners; highlighting racial integration and unequal
American Indian education; and for students with special
educational needs. The insights into such policies shed light on
the complex web of historically embedded inequities that continue
to shape the construction, roll-out, and consequences of education
policy for the most marginalized youth populations today. This
volume will be of interest to graduate, and postgraduate students,
researchers and academics in the fields of education policy,
sociology of education, economics of education, and history of
education, and well as policy evaluation.
This volume brings together design thinking, critical social
theory, and learning sciences to describe promising learning
innovations that foster rights, dignity, and social justice for
youth. Each of the chapters provides a case study of a project and
discusses underlying theories and behind-the-scenes accounts of
implementation and lessons learned. The group of contributors
represent emerging scholars who are leading voices working at the
intersections of theory and practice for educational equity.
Chapters in this volume take up themes of power and equity in the
design and redesign of learning opportunities for young people. The
chapters show variation in the kinds of learning--from complex
ecologies spanning multiple institutions and age groups to specific
classroom or after-school spaces. Chapters also vary in the focal
ages of participants. Although most discuss experiences of young
people between the ages of 12-25, some also explore the learning of
elementary age youth. All of the chapters make the authors--who
were researchers, designers, teachers, and facilitators--part of
the narrative and process of learning. We are especially thankful
that the authors of these chapters invite the reader into their
thinking process and the tensions and contradictions that emerged
as they sought to catalyze transformative learning spaces.
This book is a collection about cultural-historical activity theory
as it has been developed and applied by Yrjoe Engestroem. The work
of Engestroem is both rooted in the legacy of Vygotsky and Leont'ev
and focuses on current research concerns that are related to
learning and development in work practices. His publications cross
various disciplines and develop intermediate theoretical tools to
deal with empirical questions. In this volume, Engestroem's work is
used as a springboard to reflect on the question of the use,
appropriation, and further development of the classic heritage
within activity theory. The book is structured as a discussion
among senior scholars, including Y. Engestroem himself. The work of
the authors pushes on classical activity theory to address pressing
issues and critical contradictions in local practices and larger
social systems.
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