Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy

Bibliographic Details

Title
Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
Authors and Corporations
Kimberly Hirsh
Year of Publication
2020
Type of Resource
Preprint
Source
LISSA
sid-179-col-lissa
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Summary
In this paper, I argue that cultural-historical activity theory, especially in its expansive learning theory manifestation, offers a valuable lens for analyzing the transformation of the object and activity of schooling to align with a more culturally sustaining approach. First, I describe the foundations of expansive learning theory, including cultural-historical activity theory, Bateson’s (1972) levels of learning, and Bakhtin’s (1981) heteroglossia. Then, I trace the empirical development and evolution of expansive learning theory, focusing especially on the horizontal dimension of learning and expertise. Finally, I articulate how Kris Gutiérrez and colleagues’ (Gutiérrez, 2008; Gutiérrez, Baquedano-López, & Tejeda, 1999; Gutiérrez & Larson, 2007; Gutierrez, Rymes, & Larson, 1995) concept of the “third space,” which Paris (2012) offers as a forerunner of culturally sustaining pedagogy, offers an example of how expansive learning theory can be used to reconceptualize what counts as knowledge in schools.
Language
English
DOI
10.31229/OSF.IO/C2FNR