Youth as Pattern Makers for Racial Justice: How Speculative Design Pedagogy in Science Can Promote Restorative Futures through Radical Care Practices

Autor/inn/en	Arada, Kathleen; Sanchez, Anastasia; Bell, Philip
Titel	Youth as Pattern Makers for Racial Justice: How Speculative Design Pedagogy in Science Can Promote Restorative Futures through Radical Care Practices
Quelle	In: Journal of the Learning Sciences, 32 (2023) 1, S.76-109 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bell, Philip)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2022.2154158
Schlagwörter	Grade 8; Science Education; Minority Group Students; Social Justice; Racism; Females; Physics; Interdisciplinary Approach; Design; Educational Technology; Artificial Intelligence; Light; STEM Education; Cultural Influences; Social Influences; Political Influences; Consciousness Raising; Middle School Students; Middle School Teachers; Science Teachers; Indigenous Knowledge; Diversity; Academically Gifted + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Naturwissenschaftliche Bildung; Soziale Gerechtigkeit; Rassismus; Weibliches Geschlecht; Physik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtsmedien; Künstliche Intelligenz; Licht; STEM; Cultural influence; Kultureinfluss; Sozialer Einfluss; Political influence; Politischer Einfluss; Bewusstseinsbildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft
Abstract	Background: We examine the development of youth sociopolitical consciousness and agency in an eighth-grade science classroom as students of color engage in critical speculative design activities, exploring the multi-scalar, racial realities and possibilities of the science and engineering of pervasive digital technologies--specifically involving the entanglement of lightwaves and melanin in computer vision and artificial intelligence (AI) technologies. Methods: Through case studies of two girls of color (ES and GS), we analyze the youths' learning pathways across three instructional phases: threading practices (learners' sociopolitical interpretation); weaving practices (learners' coordination of multiple ways of knowing and being in relation to their interpretation); and patternmaking practices (learners' visions of more just patterns, practices, and politics through speculative design). Findings: Our analyses show how youth use their felt, cultural, and community knowledges, as well as their developing scientific knowledge of physics, to confront and analyze manifestations of racial bias in technologies. The findings highlight the significance of teachers' pedagogical support and providing opportunities for meaningful transdisciplinary science investigations and speculative designing for more just and thriving futures. Contribution: The Critical Speculative Design Pedagogy framework developed suggests how such activities in the classroom can cultivate equitable, expansive science learning that is consequential to youth and their communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01