Relational Apprenticeship as Consequential to Collective Forms of Learning

• In Event: Moscone Center North Roundtable Session 4
  In Roundtable Session: Collaborative Learning Experiences

Abstract

Although research demonstrates how collective learning supports expansive participation and epistemic heterogeneity, work is needed studying how educators design for collective learning contexts. This is a case-study looking at how a teacher’s critical pedagogy supported collective history learning. Using form-function frameworks, I qualitatively analyzed fieldnotes, jottings, video recordings, and interviews to trace shifts in student participation. I found that the teacher’s relational apprenticeship scaffolded students into relational practices that led to interactions foregrounding collective sense-making and positioned students as valued collaborators. Through two examples, I demonstrate how this apprenticeship increased student motivation in disciplinary practices and fostered new appreciations for diverse perspectives. These findings offer insights on collective learning and how collaboration can support ethical and transformative learning experiences.

Author

• Ava Jackson, Boston University