Curricular Reorganization in the Third Space: A Case of Consequential Reasoning around Data

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FLDC member Kris Gutiérrez is one of the authors of “Curricular Reorganization in the Third Space: A Case of Consequential Reasoning around Data”. The authors discuss “a social design-based research project to co-design and study data literacy units” which “encourages nondominant students to integrate everyday practices and scientific datasets by using storytelling and computational transformation […]

Creating Anti-Racist Childhood Spaces

Iheoma Iruka and other scholars co-authored, Creating Anti-Racist Childhood Spaces. They discuss the racial history of early childhood programs and the racism currently present and provide strategies for creating anti-racist early childhood spaces. Read Here

Confronting Structural Inequities in AI for Education

Ezekiel Dixon-Román and other scholars co-authored, Confronting Structural Inequities in AI for Education. The article discusses how educational AI technologies are situated in and reproduce inequities and offer alternative visions for more equitable educational AI research. Read Here

Inquiry and Learning in Literature

Carol D. Lee authored a chapter, Inquiry and Learning in Literature, in the International Handbook of Inquiry and Learning. This chapter discusses what comprehending and interpreting literature requires and the role that inquiry takes on in such learning. More Here

Pedagogical “Hands and Eyes”: Embodied Learning and the Genesis of Ethical Perception

Shirin Vossoughi, Meg Escude, Walter Kitundu and Manuel Luis Espinoza recently co-authored Pedagogical “Hands and Eyes”: Embodied Learning and the Genesis of Ethical Perception. They examine ethnographic data collected within a participatory design project on after-school learning and educational justice and discuss “new ways of seeing and relating.” More Here

20 Years of Youth Power: the 2020 National Youth Organizing Field Scan

20 Years of Youth Power: the 2020 National Youth Organizing Field Scan

The Funders’ Collaborative on Youth Organizing released 20 Years of Youth Power: the 2020 National Youth Organizing Field Scan. This report was co-authored by Michelle Renée Valladares, Siomara Valladares, Matt Garcia, Kata Baca, Ben Kirshner and other scholars. It provides an in-depth review of the youth organizing field for the past 20 years.  Read Here

In it Together: Community-Based Research Guidelines for Communities and Higher Education

In it Together: Community-Based Research Guidelines for Communities and Higher Education

FLDC member Paul Kuttner and other scholars recently co-authored: In it Together: Community-Based Research Guidelines for Communities and Higher Education. The report was published by the Community Research Collaborative — a collaborative that brings together researchers and community members to promote participatory and action-oriented research in Utah. It provides guidance for community members and researchers who […]

Educating for Civic Reasoning & Discourse

Carol Lee recently co-edited, Educating for Civic Reasoning and Discourse, a report published by the National Academy of Education that aims “to better prepare students to examine and discuss complex civic, political, and social issues by ensuring that the curricula, pedagogy, and learning environments that they experience are informed by the best available evidence and practice.” Read Here

Handbook of Cultural Foundations of Learning

Na’ilah Suad Nasir, Carol Lee, Maxine McKinney de Royston and Roy Pea were co-editors of Handbook of Cultural Foundations of Learning. This book highlights research that explores learning as an inherently cultural process. Ezekiel J. Dixon-Román, Maxine de Royston and other scholars co-authored a chapter titled, Reconceptualizing the Quantitative-Qualitative Divide: Toward a New Empiricism. In this chapter, they […]

Adult vs. Child-Centered Learning: Why We Need Another Path

Adult vs. Child-Centered Learning: Why We Need Another Path highlights an article by Shirin Vossoughi and colleagues. They examine intergenerational learning that attends to and is reflective of “embodied collaboration” as a path towards educational justice. Read Here

Enacting Relationships of Kinship and Care in Educational and Research Settings

Ananda Marin, Megan Bang and others co-authored a book chapter, Enacting Relationship of Kinship and Care in Educational and Research Settings. The authors share from their life experiences and stories from engaging in research with youth and communities to provide researchers with methods for self-care and protection. Learn More

The Changing Terrains of Research in a Time of Pandemic

Ezekiel Dixon-Román co-authored The Changing Terrains of Research in a Time of Pandemic. The authors ask: “If the regularities in the social, cultural, and political spheres are what we characterize as certainties, then what do we make of and do about the uncertainties?” Read full article here. Read Article

Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move

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Ananda Marin, FLDC member, is the author of “Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move” which was published in the Cognition and Instruction journal.  Abstract: There is a growing corpus of research in the educational sciences that explores the multiple ways in which mobility, or people’s movement from place to […]

Matters of participation: notes on the study of dignity and learning

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FLDC member Shirin Vossoughi, along with Manuel Luis Espinoza, Mike Rose, and Luis E. Poza, are the authors of “Matters of participation: notes on the study of dignity and learning” in the Mind, Culture, and Activity journal. Abstract: Meaningful participation (i.e., substantive involvement in socially vital activities) and educational dignity (i.e., the multifaceted sense of […]

When Learning as Movement meets Learning on the Move

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Kris Gutiérrez, FLDC member, is the author of “When Learning as Movement meets Learning on the Move” in the Cognition and Instruction journal.  Abstract: Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field’s theoretical […]

Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity

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FLDC member Ann Ishimaru, along with Mollie Galloway, published an article, “Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity” in the August 2020 Educational Administration Quarterly. Abstract: Purpose:Despite an explosion of professional development to help educators discuss issues of race and equity, expectations for addressing racial disparities outstrip current leadership practices, and […]

Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures

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FLDC member Megan Bang is the author of “Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures”, which was published in the July-September 2020 edition of Cognition and Instruction. Abstract: This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the […]

Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom

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FLDC member Timothy San Pedro is one of the authors, along with Kaitlyn Murray, Shannon C. Gonzales-Miller, Wendy Reed, Binta Bah, Crystal Gerrard, and Andrew Whalen, of an article, “Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom” published in Equity and Excellence in Education. Abstract: This article discusses the assets-based pedagogical […]