Learning in Equity-Oriented Scale-Making Projects
Learning in Equity-Oriented Scale-Making Projects
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DOI：
10.1080/10508406.2015.1004677
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发表时间：
2015-04-03
影响因子：
3.8
通讯作者：
Shea, Molly
中科院分区：
文献类型：
--
作者：
Jurow, A. Susan;Shea, Molly
本文探讨了新形式的学习和专业知识是如何在不断变化的实践社区中发挥重要作用的。我们建立在规模的概念，以了解实践，技术和人之间的特定关系如何在社会行动的空间和时间轨迹上变得有意义。我们的观点的一个关键假设是，赋予我们行动意义的尺度关系不是自然的，而是在社会、文化和政治项目中有争议的。研究这些有争议的活动可以帮助我们理解在动态和历史发展的实践中不断变化的参与的性质。使用案例材料，从3组从事当地的食品正义运动在美国西部，我们说明了他们的参与公平为导向的规模决策。这项工作的特点包括确定不公平系统中的杠杆点;制定战略，以纠正规模关系，包括历史上被边缘化的群体的观点;并协调跨设置，活动和时间的实践轨迹，使这些干预措施变得越来越重要。最后，我们讨论了公平为导向的规模作为一个透镜组织设计工作和研究其对非主导社区的影响的意义。
This article examines how new forms of learning and expertise are made to become consequential in changing communities of practice. We build on notions of scale making to understand how particular relations between practices, technologies, and people become meaningful across spatial and temporal trajectories of social action. A key assumption of our perspective is that the scale relations that give meaning to our actions are not natural but are contested in social, cultural, and political projects. Studying these contentious activities can help us understand the nature of changing participation in dynamic and historically developed practices. Using case materials from 3 groups engaged in the local food justice movement in the western United States, we illustrate their engagement in equity-oriented scale making. Defining features of this work included identifying leverage points within inequitable systems; developing strategies for remediating scale relations to include the perspectives of historically marginalized groups; and coordinating trajectories of practice across settings, activities, and time so that these interventions became increasingly consequential. We conclude with a discussion of the significance of equity-oriented scale making as a lens for organizing design efforts and for studying their implications for nondominant communities.