Collaborative Learning in an LGBTQ+ Youth Group: Politicizing the Learning Sciences' Theories of Collaboration

• In Event: Troubling the Learning Sciences

Abstract

In this naturalistic study, I examine the collaborative learning processes of an LGBTQ+ youth group. I bring together traditional theoretical conceptions of collaboration – including notions of joint problem spaces, argumentation, and convergent conceptual change – with newer political approaches to the learning sciences (LS). To do so, I employ interaction analysis and conversation analysis to examine how intersubjectivity is accomplished in the context of the youth group’s meetings. Findings indicated that collaborative learning in the group aligned with existing conceptions of collaboration; youth engaged in argumentation, joint problem solving, and holding each other accountable. However, I conclude with areas where existing LS theories of collaboration are insufficient and might be refined to better understand collaboration in such openly political contexts.

Author

• Suraj Uttamchandani, Indiana University - Bloomington