Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
Bibliographic Details
- Title
- Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
- Authors and Corporations
- Year of Publication
- 2020
- Type of Resource
- Preprint
- Source
- LISSA
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This resource is open access.
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LISSA sid-179-col-lissa |
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Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy |
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article |
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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. |
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[rft.au] => Kimberly Hirsh
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| doi |
10.31229/OSF.IO/C2FNR |
| languages |
eng |
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http://dx.doi.org/10.31229/OSF.IO/C2FNR http://osf.io/c2fnr/ |
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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. |
| doi_str_mv | 10.31229/OSF.IO/C2FNR |
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| language | English |
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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/ |