Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy

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Titel
Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
verantwortlich
Kimberly Hirsh
veröffentlicht
2020
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Preprint
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sid-179-col-lissa
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author_facet Kimberly Hirsh
Kimberly Hirsh
author Kimberly Hirsh
spellingShingle Kimberly Hirsh
Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
horizontal learning
culturally relevant pedagogy
third spaces
learning theory
expansive learning
bepress
culturally sustaining pedagogy
Social and Behavioral Sciences
cultural-historical activity theory
LIS Scholarship Archive
author_sort kimberly hirsh
spelling Kimberly Hirsh horizontal learning culturally relevant pedagogy third spaces learning theory expansive learning bepress culturally sustaining pedagogy Social and Behavioral Sciences cultural-historical activity theory LIS Scholarship Archive 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
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title Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
title_unstemmed 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 horizontal learning
culturally relevant pedagogy
third spaces
learning theory
expansive learning
bepress
culturally sustaining pedagogy
Social and Behavioral Sciences
cultural-historical activity theory
LIS Scholarship Archive
url http://dx.doi.org/10.31229/OSF.IO/C2FNR
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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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author Kimberly Hirsh
author_facet Kimberly Hirsh, Kimberly Hirsh
author_sort kimberly hirsh
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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 horizontal learning culturally relevant pedagogy third spaces learning theory expansive learning bepress culturally sustaining pedagogy Social and Behavioral Sciences cultural-historical activity theory LIS Scholarship Archive 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, horizontal learning, culturally relevant pedagogy, third spaces, learning theory, expansive learning, bepress, culturally sustaining pedagogy, Social and Behavioral Sciences, cultural-historical activity theory, LIS Scholarship Archive
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
title_unstemmed Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
topic horizontal learning, culturally relevant pedagogy, third spaces, learning theory, expansive learning, bepress, culturally sustaining pedagogy, Social and Behavioral Sciences, cultural-historical activity theory, LIS Scholarship Archive
url http://dx.doi.org/10.31229/OSF.IO/C2FNR, http://osf.io/c2fnr/