Conceptualizing Entanglements: Histories, Embodied Experience, Futures, and Relationality as Resources for Preservice Teachers' (Re)Conceptualizing Learning

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Empathy, Relationality, and Justice in Teaching and Learning

Abstract

Conceptualizing classrooms as dynamic intersections requires educators attend to relationality, embodied experience, and histories/futures for disciplinary learning. We propose entanglements as moments when participants’ (learners, educators) histories, futures, embodied experiences, and relations become interactionally relevant in disciplinary sensemaking. We present three examples of entanglements from an undergraduate course including: moments when (1) diverse experiences are recognized as resources for learning with/from one another, (2) histories and futures are connected in efforts to take the perspective of future students, and (3) histories and embodied vulnerability serve as resources for building relationships. We believe entanglement is a) a productive lens for understanding the nature of these moments off sensemaking and (b) these moments support moves towards more expansive and humanizing pedagogies.

Authors

• Danielle Keifert, University of North Texas

• He Xiao

• Supuni Dhameera Silva, University of North Texas

• Charles Flemister, University of North Texas

• Carrie D. Allen, University of North Texas