Toward a Framework for Pedagogies of Joy

• In Event: 51.027 - Pedagogies of Joy :) Joy as Resistance at the Intersection of STEM Learning Pathways

Abstract

With this conceptual piece, we seek to create a framework for pedagogies of joy. We are interested in drawing upon Jaber and Hammer’s (2016) affect-centering approach to understand joy as central to the disciplinary work of STEM. As we conceptualize joy, we are leveraging multiple perspectives. First, we envision joy as connected to learning and learning pathways (Bell et al., 2012). Second, like Soep and Chávez (2010) we leverage joy to reframe the student-teacher dynamic, exploring positive youth development frameworks to reposition youth and families, particularly those from non-dominant communities. We draw upon these perspectives to develop understanding of the pedagogical moves within designed environments that (a) create the potential for joy and (b) responsively build upon moments of joy. Our framework examines the role of educators as responsive designers. Endogenous moments of joy are reciprocally related to pedagogical moves—iterative design including expectation-setting and building upon moments of joy for expansive learning.
This conceptual poster serves to link the other posters in the session. Our goal is to synthesize theoretically across multiple data sets to contribute a broader framing for pedagogies of joy work moving forward. Thus, the reader will find data from other posters in this session illustrating our developing framework for joy. We are not interested in looking at a single definition of joy across multiple contexts but rather learning more about the concept of joy through the multimodal ways each scholar takes it up in their work. The benefit of this approach is that it pushes us to an expansive understanding of joy as it is recognized and described by each scholar.
Expectation-setting means desettling expectations (Bang, Warren, Rosebery & Medin, 2012) to explore the interactions between disciplinary and context specific expectations of participation. Collaborative framing (Soep & Chávez, 2010) of topics, concerns, and challenges set the expectation for an expansive pedagogy which depends upon the contributions, experiences, and positionality of educators and learners. Expansive pedagogy in turn requires responsive pedagogical moves from educators. Expansive learning includes culturally sustaining pedagogies (Paris & Alim, 2017), which challenge normative, unidirectional assimilating approaches because success based-upon normative definitions penalizes those whose cultural experiences are considered not-normal (Freire, 1970). Conceptualizing designed learning settings as expansive emphasizes the importance of the particular community and their experiences together, including shared moments of joy. We wonder: Who sets expectations and when? How do we collaboratively build upon moments of joy with learners and educators? Pedagogies of joy sustain expansive moments, creating possibilities for learning that radically shift hegemonic relationships (e.g., between learners and educators, disciplinary ideas, normative participation expectations).

Authors

• Danielle Keifert, University of North Texas

• Déana Scipio, IslandWood

• Dean J. Grosshandler, University of Illinois at Chicago