Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
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- Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy
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2020
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| author_facet |
Kimberly Hirsh Kimberly Hirsh |
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| author |
Kimberly Hirsh |
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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 |
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kimberly hirsh |
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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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Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy |
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Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy |
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Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy |
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Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy |
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Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy |
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expansive learning, third spaces, and culturally sustaining pedagogy |
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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 |
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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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| 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/ |