Community Making: An Expansive View of Curriculum
Community Making: An Expansive View of Curriculum
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DOI：
10.46303/jcsr.2021.8
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发表时间：
2021-06
期刊：
影响因子：
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通讯作者：
Verónica Oguilve;W. Wen;E. Bowen;Yousra Abourehab;Amanda Bermudez;Elizabeth Gaxiola;Jill Castek
中科院分区：
文献类型：
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作者：
Verónica Oguilve;W. Wen;E. Bowen;Yousra Abourehab;Amanda Bermudez;Elizabeth Gaxiola;Jill Castek
作为一个术语，“制作”在教育领域引起了人们的关注。它对许多不同的群体有着不同的含义，但并没有明确的定义。该项目的研究人员将制作称为一个具有社会和文化影响的术语，但与STEM学习中的中心制作定义相比，它具有更广泛的社会文化关联。使用关键的关系和体现的理论镜头，我们的研究团队的位置课程作为一套当地的文化，语言，社会和政治影响的活动。我们认为，课程出现在具体的互动与学习者和他们的社区的经验体现。这项研究探讨了七个社区组织内部和之间的多种学习方式，这些组织直接或间接参与了嵌入扫盲，STEM，和平和艺术的活动。使用在线民族志，研究小组采用了多现实的角度，定位课程作为动态的，灵活的，并根据社区，生态系统和更广泛的环境的需求不断发展。研究小组通过对社区组织者和学习者的访谈进行定性分析，探讨了制作和课程。研究结果提供了厚厚的描述，使活动重新概念化的生活和响应社区需求的制作和课程。本研究的影响扩大和问题化领域的理解，使，课程和学习环境。
Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments.