Studying Equity-Oriented Classroom Contexts Through an Interaction Geography Lens (Poster 8)

• In Event: Designing for Dignity Affirming Experiences: Leveraging Embodied Learning Toward Equity in Interaction

Abstract

Objectives.
In this paper we explore the use of interaction geography to study different equity-oriented classroom contexts. Particularly, we explore how new, open-source tools we have developed to transcribe and visualize embodied activities can add a spatial perspective to understanding classroom phenomena, such as teacher noticing, equitable participation, and patterns of inclusion and exclusion during embodied activities. Likewise, we explore the relevance of interaction geography to inform the design of more equitable, dignity-affirming learning environments and experiences called for by authors across this session and the broader education community.

Theoretical framework.
We draw from work at the intersection of learning sciences, critical data literacy, and teacher education. Notably, we draw from learning sciences researchers who foreground the role of movement in both the design and analysis of empowering and equitable learning activities (DeLiema et al., 2019, Gutiérrez et al., 2019; Marin, 2019; Taylor, 2017; Vossoughi & Gutiérrez, 2014). Likewise, we draw from critical data literacy scholars concerned with the ethical collection and use of data particularly to develop new tools for researchers and practitioners (see D’Ignazio & Klein, 2016; Lupton, 2018). Finally, we draw from historical and contemporary work in teacher education concerned with the role of physical space in the design of empowering classroom activities for students (see Ball, 1993; Cleveland, 2009; Ehrenfeld & Horn, 2020; Shah & Coles, 2020).

Methods and data.
We use interaction geography to revisit different publicly available and open classroom video datasets. Notably, we use interaction geography to analyze the original video data and existing conversation transcripts of these datasets in new ways. Interaction geography (Author & colleagues, 2018; 2021) integrates a geographical perspective called time geography (Hagerstrand, 1970) with qualitative methods of interaction analysis used to analyze video data (Jordan & Henderson, 1995; also see Erickson et al., 2017). Interaction geography consists of Mondrian transcription, a process supported by software to transcribe video data about people’s movement and conversation over space and time, and the Interaction Geography Slicer (IGS), a dynamic visualization tool that allows for exploratory analyses of people’s movement and conversation in relation to audio and video. These tools are open source and available at the following links [redacted for review].

Results and significance.
Our findings highlight the value of new approaches such as interaction geography to better understand the spatial dimensions of equity-oriented classroom contexts and embodied activities over varying periods of time. Likewise, we discuss how findings hold potential to inform the design of the types of learning environments that are being developed by researchers in this symposium and the broader field of the learning sciences.

Authors

• Sierra Gilliam, Georgia State University

• Ben Rydal Shapiro, Georgia State University