18.026 - Equitable Pedagogies and Relationality in Making

Session Type: Symposium

Abstract

This session focuses on explicitly identifying pedagogical stances and practices that support making and tinkering for diverse audiences. The session presenters see the promise in making while recognizing that we must better understand how, why, for whom, and under what conditions making as a practice can work to re-orient youth learning. Three presentations, based on empirical research from different settings, will discuss equitable pedagogies that had a powerful effect on youth learning. Two discussants will engage with the presenters, each other, and the audience to address questions and tensions that come up when we focus on the role of facilitation in making contexts, where the emphasis to date has been on individual learning trajectories.

Sub Unit

• Division G - Social Context of Education / Division G - Section 1: Micro-analyses of the social contexts of teaching and learning

Chair

• Leslie R. Herrenkohl, University of Washington

Papers

• Making Toward What Ends? A Relational View of Learning and Equity - Shirin Vossoughi, Northwestern University; Meg Elena Escudé, Exploratorium; Fan Kong, University of Washington

• Facilitating Making Activities for Low-Income and Immigrant Youth: Critical Strategies From Undergraduate STEM Majors - Leslie R. Herrenkohl, University of Washington; Fan Kong, University of Washington

• Artscience: Participative Thinking, Feeling, and Making With Socioecological Phenomena - Beth M. Warren, Boston University; Megan Bang, University of Washington; Ann Rosebery, TERC

Discussants

• Paula K. Hooper, Northwestern University

• Kylie A. Peppler, Indiana University - Bloomington