Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy

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Title
Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
Authors and Corporations
Kimberly Hirsh
Year of Publication
2020
Type of Resource
Preprint
Source
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rft.atitle Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
rft.genre article
rft.date 2020-10-28
x.date 2020-10-28T17:52:02Z
abstract 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.
authors Array ( [rft.au] => Kimberly Hirsh )
doi 10.31229/OSF.IO/C2FNR
languages eng
url http://dx.doi.org/10.31229/OSF.IO/C2FNR
http://osf.io/c2fnr/
x.subjects LIS Scholarship Archive
cultural-historical activity theory
bepress
expansive learning
learning theory
third spaces
culturally relevant pedagogy
Social and Behavioral Sciences
culturally sustaining pedagogy
horizontal learning
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description 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.
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spelling Kimberly Hirsh LIS Scholarship Archive cultural-historical activity theory bepress expansive learning learning theory third spaces culturally relevant pedagogy Social and Behavioral Sciences culturally sustaining pedagogy horizontal learning http://dx.doi.org/10.31229/OSF.IO/C2FNR http://osf.io/c2fnr/ 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. Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
spellingShingle Kimberly Hirsh, Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy, LIS Scholarship Archive, cultural-historical activity theory, bepress, expansive learning, learning theory, third spaces, culturally relevant pedagogy, Social and Behavioral Sciences, culturally sustaining pedagogy, horizontal learning
title Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
title_full Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
title_fullStr Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
title_full_unstemmed Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
title_short Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
title_sort expansive learning, third spaces, and culturally sustaining pedagogy
topic LIS Scholarship Archive, cultural-historical activity theory, bepress, expansive learning, learning theory, third spaces, culturally relevant pedagogy, Social and Behavioral Sciences, culturally sustaining pedagogy, horizontal learning
url http://dx.doi.org/10.31229/OSF.IO/C2FNR, http://osf.io/c2fnr/