A Case Study on the Mobilization of Knowledge Across Activity Systems in an After-School Program

• In Event: Play, Learning, and Development Across Activity Settings

Abstract

In this qualitative case study the authors examine learning in an after-school program in which teacher candidates worked with second-grade bilingual students for over an academic year around Latino literature and online games. Using principles from Cultural Historical Activity Theory and Expansive Learning, this presentation addresses the mobilization of knowledge across multiple activity systems to support student learning. The findings indicate that key for understanding the mobilization of knowledge, is to understand the ways teachers’ negotiate sometimes historically developed contradictions regarding competing teaching/learning models that affect the rules and division of labor within activity systems and also the way in which teacher candidates and children negotiate identities.

Authors

• Carmen M. Martinez-Roldan, Teachers College, Columbia University

• Cati V. de los Rios, Teachers College, Columbia University