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Designing for Dignity Affirming Experiences: Leveraging Embodied Learning Toward Equity in Interaction
Thu, April 21, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 18Session Type: Structured Poster Session
Abstract
The goal of this structured poster session is to discuss how researchers designing learning environments that foreground embodied forms of participation can (1) contribute to dignity affirming experiences (Keifert et al., 2021; Espinoza et al., 2020) for learners and (2) help advance theories about equity and learning. Drawing on research that theorizes how learning develops in interaction, this session addresses how embodiment can broaden participation structures, redefine narrow conceptualizations of epistemic resources, and leverage students’ lived experiences towards disciplinary sensemaking. The authors in this structured poster session address the question: How does intentionally designing for equitable participation and transformation at the learning environment level expand dignity-affirming experiences of embodied learning?
Sub Unit
Chair
Papers
Acknowledging Affective and Embodied Engagement as Epistemic Diversity (Poster 1) - Sarah Jaewon Lee, Vanderbilt University; Tessaly Jen, Vanderbilt University; Lauren Vogelstein, New York University; Noel D. Enyedy, Vanderbilt University
Choreographies of Care: Small Group Relations as Mediating Larger Group Sense-Making (Poster 2) - Lauren Vogelstein, New York University; Corey Brady, Southern Methodist University; Curtis Thomas; Rebecca Steinberg
Designing for Broadening Participation in an Embodied Learning Environment (Poster 3) - Zachary D. Ryan, Indiana University; Joshua Adam Danish, Indiana University; Xintian Tu, University at Buffalo - SUNY; Bria Nichole Davis, Indiana University; Mengxi Zhou, Indiana University; Morgan A. Vickery, Indiana University
Developing Spatial-Making Repertoires Through Sociocritical Data Stories (Poster 4) - Meg Elena Escudé, University of California - Berkeley; Emily V. Reigh, University of California - Santa Cruz; Michael Bakal, University of California - Berkeley; Edward Rivero, Teachers College, Columbia University; Michelle Hoda Wilkerson, University of California - Berkeley; Kris D. Gutiérrez, University of California - Berkeley
Dramatic Role-Play as an Embodied Resource for Dignity-Affirming Learning Environments (Poster 5) - Christine Lee, University of California - Los Angeles
Embodying Physics: Utilizing the Physical and Cultural Resources of Dance for STEM Learning and Engagement (Poster 6) - Dionne N. Champion, University of Florida; Folashade Cromwell Solomon
Movement as Expressive and Relevant for Student Sense-Making, Challenging for Teachers' Perceptions of Learning and Attention (Poster 7) - Lindsay E. Lindberg, University of California - Los Angeles
Studying Equity-Oriented Classroom Contexts Through an Interaction Geography Lens (Poster 8) - Sierra Gilliam, Georgia State University; Ben Rydal Shapiro, Georgia State University