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43.052 - Politics in the Foreground and Background of Learning: Analyses of Power and Learning Across Settings
Sun, April 7, 8:00 to 9:30am, Metro Toronto Convention Centre, Floor: 800 Level, Room 802ASession Type: Symposium
Abstract
In learning settings like social movements, politics is “in the foreground,” making dynamics of power especially salient. By contrast, in schools or informal settings where disciplinary content provides the dominant frame, politics often lurks “in the background.” Papers in this symposium consider politicization as identity development in a university Fossil Free movement, the political ecology of apps used in an urban middle school, youths’ civically-focused online writing in “Letters to the Next President,” a professional development program for non-STEM teachers on the politics of algorithms, and the interest-driven learning of animal rights activists. This symposium addresses the conceptual space between overt and covert forms of politics in learning through comparative and synthetic dialogue to advance innovation in the learning sciences.
Sub Unit
Chair
Papers
Politicization as Identity Transformation - Joe Curnow, University of Manitoba; Sinead Dunphy, University of Toronto; Amil Davis, University of Toronto; Lila Asher, University of Toronto
Toward a Political Economy of Educational Apps - Roberto de Roock, Nanyang Technological University - National Institute of Education
Letters to the Next President: Youth Civic Engagement and Writing Practices in an Online Network - Amber Maria Levinson, Stanford University; Antero Garcia, Stanford University; Emma Carene Gargroetzi, Stanford University
Teachers Making Sense of Algorithms and Their Politics: Design Reflections From a Professional Development Institute - Sepehr Vakil, Northwestern University; Jason Harron, The University of Texas at Austin; Gareth Gingell, The University of Texas at Austin; Tatiane Russo-Tait, The University of Texas at Austin
Precarity and Privilege in Animal Rights Activists' Trajectories of Interest-Driven Participation - Tanner Vea, The Pennsylvania State University