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Related Experiment Videos

Interanimation: repositioning possibilities in educational contexts.

Troy V Mariage1, Debra J Paxton-Buursma, Emily C Bouck

  • 1Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing 48824-1034, USA.

Journal of Learning Disabilities
|December 14, 2004
PubMed
Summary

Educational social justice requires changing how we talk about knowledge. By combining diverse perspectives and theories, we can create new possibilities for learning and community. This research explores collaborative approaches.

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Area of Science:

  • Sociocultural theory
  • Critical theory
  • Educational research

Background:

  • Educational social justice necessitates evolving discursive practices.
  • Diverse ways of knowing create dynamic tensions, challenging narrow definitions of legitimate knowledge.
  • Existing educational frameworks may limit inclusive knowledge construction.

Purpose of the Study:

  • To explore how sociocultural and critical theories can inform new discourses of possibility in education.
  • To examine the interanimation of voices across systems for reculturing institutions and communities.
  • To investigate instructional activity settings within educational contexts, such as disciplinary apprenticeships.

Main Methods:

  • Analysis of discursive practices through the lens of sociocultural and critical theory.

Related Experiment Videos

  • Interrogation of the meaning-making process in educational settings.
  • Exploration of the interanimation of voices across different systems.
  • Examination of instructional activity settings and disciplinary apprenticeships.

    • Main Results:

    • Diverse ways of knowing, when animated, challenge narrow knowledge views and foster educational social justice.
    • The interanimation of voices across systems is crucial for reculturing institutions and communities.
    • Instructional activity settings can be reimagined through critical and sociocultural theoretical frameworks.
    • New discourses of possibility emerge from integrating varied perspectives.

    Conclusions:

    • Changing discursive practices is essential for achieving educational social justice.
    • Integrating diverse ways of knowing and theoretical frameworks can transform educational institutions.
    • Collaborative research offers a promising avenue for advancing these transformative practices.