Information and Learning Sciences: Volume 121 Issue 9/10
Table of contents - Special Issue: Reframing designs for learning in context: culturally-situated and social justice research and approaches in the learning and information sciences
Guest Editors: Gabriela T. Richard, Tamara Clegg, Brian Smith
Re-mediating designs for equity: making commitments concrete
Aachey Susan Jurow, Quinton FreemanThe design narrative details how the authors systematically and concretely adapted the design of afterschool club for children and pre-service teachers to respond to the…
Emotional configurations of politicization in social justice movements
Joe Curnow, Tanner VeaThis paper aims to trace how emotion shapes the sense that is made of politics and how politicization can remake and re-mark emotion, giving it new meaning in context. This paper…
Difficult funds of knowledge as pedagogical resources for critical consciousness development
Rebecca Colina NeriNondominant youth faces complex structural inequalities and injustices that have a direct impact on their academic learning outcomes and psychosocial well-being. Research suggests…
Culturally disruptive research: a critical (re)engagement with research processes and teaching practices
Breanne K. Litts, Melissa Tehee, Jennifer Jenkins, Stuart Baggaley, Devon Isaacs, Megan M. Hamilton, Lili YanAs scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work…
(Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies
Dionne N. Champion, Eli Tucker-Raymond, Amon Millner, Brian Gravel, Christopher G. Wright, Rasheda Likely, Ayana Allen-Handy, Tikyna M. DandridgeThe purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in…
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ISSN:
2398-5348e-ISSN:
2398-5356ISSN-L:
2398-5348Renamed from:
New Library WorldOnline date, start – end:
2017Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Dr Rebecca Reynolds