Engaging With Culture in Culturally Centered Learning Environments: Understanding Youth’s Relationship With Culture With Ti-Wu (Poster 42)

• In Event: Friday Poster Session 7:45 am
  In Poster Session: Learning Sciences SIG Poster Session 1: STEM Learning, Motivation, Culture, and Design-Based Research

Abstract

Formal learning environments are assumed as acultural, even though shaped by the dominant culture. As a multicultural team of researchers, educators, and designers, we design a culturally centered learning environment for sixth graders. This study is guided by the research question: how do sixth graders develop relationships with culture in a culturally centered learning environment? Taking a case study approach, we followed twelve participants over a school year. We identify students’ learning and engagement with culture as Ti-Wu, a holistic epistemic process highly valued in traditional Chinese culture. We share two cases to illustrate two key processes of Ti-Wu: distancing and connecting. This study has implications for supporting youth’s learning in culturally centered learning environments and decentering Western-oriented educational discourse.

Authors

• Lili Yan, Michigan State University

• Melissa Tehee, Utah State University

• Breanne K. Litts, Utah State University