Cyborg Sociopolitical Reconfigurations: Designing for Speculative Fabulation in Learning

Autor/in	Lizárraga, José Ramón
Titel	Cyborg Sociopolitical Reconfigurations: Designing for Speculative Fabulation in Learning
Quelle	In: Journal of the Learning Sciences, 32 (2023) 1, S.21-44 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lizárraga, José Ramón)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2022.2154159
Schlagwörter	Teacher Education; Preservice Teachers; Undergraduate Students; Hispanic American Students; After School Programs; STEM Education; Middle School Students; Cooperative Learning; Social Influences; Political Influences; Handicrafts; Human Body; Technology Uses in Education + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; STEM; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kooperatives Lernen; Sozialer Einfluss; Political influence; Politischer Einfluss; Handwerk; Menschlicher Körper; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Background: Everyday digital technologies play an important role in mediating human activity that is socio-political and humanizing. The everyday cyborg engages in speculative fabulation that is about fantastical new world-making in times of multiple crises. The work presented in this article builds on previous projects that have examined how everyday cultural practices mediate consequential learning that is transformative for communities of color. Methods: Two social design-based studies draw from ethnographic analysis of two teacher education courses as well as two after-school programs focusing on digital fabrication and making and tinkering. Participants included 22 undergraduate pre-service teachers and 10 middle school students from schools in Latinx communities. Findings: Collaborative cyborg activity, where expertise is distributed, emerged as pre-service teachers and youth collectively engaged with everyday socio-political issues. This article highlights cyborg sociopolitical technical reconfigurations, where learners assembled ideational and material tools to craft objects of learning activity that went beyond those established by schooling and imagined new possible futures. Contribution: Designing learning ecologies for the everyday cyborg, in this case pre-service teachers and non-dominant youth, fosters an engagement with everyday dilemmas in ways that serve as catalysts for further learning and the new world-making of speculative fabulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01