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Social Design Experiments, Third Space, and Sociocritical Analysis Across the Disciplines
Sat, April 14, 2:15 to 3:45pm, New York Hilton Midtown, Floor: Concourse Level, Concourse F RoomSession Type: Symposium
Abstract
The objective of the symposium is to bring together scholars from various disciplines to discuss how we can help design learning ecologies that considers multiple stakeholders in an effort to transform students’ learning experiences. The symposium will consider four distinct learning ecologies: a middle school science classroom, a high school social studies classroom, secondary English Language Arts teachers, and practitioners (teachers and administrators). In considering this vertical analysis of stakeholders, these papers collectively aim to compare the possibilities, limitations, and possibilities for growth in equity-driven research for equity-driven learning, specifically around how to leverage students’ agency, history knowledge, and linguistic repertoires, to improve student learning and outcomes.
Sub Unit
Chair
Papers
Equity in Group Work: The Social Process of Creating Justice in a Science Classroom - Alexis Danielle Patterson, University of California - Davis
Community History, Student Knowledge, and the Third Space: Sociocritically Analyzing Black and Brown Relations - Maribel Santiago, Michigan State University
Social Design Experiments for Expansive Teacher Learning: Leveraging Black and Latinx Youth Communicative Repertoires in the English Language Arts Classroom - Danny C. Martinez, University of California - Davis; Javier rojo, University of California - Davis; Crystal Bronte Gray, University of California - Davis
Designing for Learning: An Examination of Researcher-Practitioner Relationships in Participatory Design Research - Maritza Lozano, California State University - Fullerton