Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change
Finding a place for equity in CSCL: ambitious learning practices as a lever for sustained educational change
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在 CSCL 中寻找公平的位置：雄心勃勃的学习实践作为持续教育变革的杠杆
DOI：
10.1007/s11412-020-09325-3
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发表时间：
2020
影响因子：
4.3
通讯作者：
Hmelo-Silver, Cindy E.
中科院分区：
文献类型：
--
作者：
Uttamchandani, Suraj;Bhimdiwala, Ayesha;Hmelo-Silver, Cindy E.
在讨论 CSCL 的未来时，Wise 和 Schwarz（2017）指出，CSCL 研究在教育变革中的作用存在相当大的张力。在批评 CSCL 参与教育变革时，他们主要将变革理解为可扩展性和可持续性问题。他们的调解者特征指向基于设计的研究、荟萃分析、研究与实践伙伴关系以及根据需要进行的纵向研究，以进一步将 CSCL 与教育变革的目标联系起来。与 Hod 等人 (2018) 对这一挑衅的回应一致，我们同意教育变革可以而且应该成为 CSCL 社区未来十年的核心愿望目标。然而，在调解员的名单中，我们补充说，集中公平将促进能够产生影响的研究。认识到教育公平具有多重、有时是矛盾的含义（Gutiérrez 2009；Nasir 2020；Uttamchandani 2018），我们将公平视为一种工具，关注历史社会不平等如何影响人们的生活学习经历，不仅关注公平的结果，还关注使学习者成为自己未来的创造者的学习过程（Gutiérrez 和 Jurow） 2016）。因此，当我们考虑教育的基本目标时，我们相当强调CSCL不应放弃教育变革。我们认识到，在全球范围内，教育是不公平的，并且并不总是对所有学生都成功（Chzhen 等人，2018）。我们将教育定位为一种社会公益。因此，一般的学习环境，特别是 CSCL 环境，必须对学习者的认知多样性做出反应。认知多样性是指一门学科中不同的认知方式，“例如，历史和文化构成的观点、意义、实践、价值观”（Agarwal and Sengupta-Irving 2019，p.351）。我们认为教育公平可以是一个边界对象（Star 1989）
In their discussion of the future of CSCL, Wise and Schwarz (2017) point to a considerable tension regarding the role of CSCL research in educational change. Critiquing CSCL’s engagement with educational change, they primarily understand change as a matter of scalability and sustainability. Their conciliator character points to design-based research, meta-analyses, research-practice partnerships, and longitudinal research as needed to further connect CSCL with the goal of educational change. In alignment with Hod et al.’s (2018) response to this provocation, we agree that educational change can and should be a central aspirational goal of the CSCL community in the coming decade. However, to the conciliator’s list, we add that centering equity will promote research that that can make a difference. Recognizing that educational equity has multiple, and sometimes contradictory, meanings (Gutiérrez 2009; Nasir 2020; Uttamchandani 2018), we think about equity as a tool to attend to how historical social inequality affects the lived learning experiences of people, focusing not just on equitable outcomes but also processes of learning that empower learners to become authors of their own futures (Gutiérrez and Jurow 2016). As we consider the fundamental goals of education, we therefore argue rather emphatically that CSCL should not give up on educational change. We recognize that globally, education is inequitable and not always successful for all students (Chzhen et al. 2018). We position education as a social good. Learning environments in general and CSCL environments in particular must therefore be responsive to the epistemic diversity of learners. Epistemic diversity refers to the different ways of knowing in a discipline “eg, perspectives, meanings, practices, values—that are historically and culturally constituted”(Agarwal and Sengupta-Irving 2019, p. 351). We argue that educational equity can be a boundary object (Star 1989)
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DOI：
--
发表时间：
2012
期刊：
Handbook of the Cultural Foundations of Learning
影响因子：
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作者：
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影响因子：
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作者：
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影响因子：
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作者：
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DOI：
10.1007/s11412-019-09298-y
发表时间：
2019-09-01
影响因子：
4.3
作者：
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DOI：
10.1007/s11412-019-09302-5
发表时间：
2019
影响因子：
4.3
作者：
P. Tchounikine
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