Part1
Research Topic and Purpose
Part2
Concept Explaing
Part3
Research Contents
Part4
Research Significance
Part1 Research Topic and Purpose
Research Topic
Designing Learning Environments for Equitable Disciplinary Identification
• We invite readers to think about how the work across the special issue can inform future research on the design of learning environments that move toward seeing disciplinary identification as happening across contexts, from interactional to institutional-change timescales, and through racialized and gendered learning pathways influenced by the structures and routines of school, peers, family, and community life.
Special Issue: Designing Learning Environments for Equitable Disciplinary Identification
About the Author
Philip Bell Learning Sciences & Human Development University of Washington Katie Van Horne School of Education University of Colorado Boulder Britte Haugan Cheng Center for Technology in Learning SRI International
4. Identification unflods pathways
• Identification unflods along extended, contested, and racialized learning pathways.
• The articles in this special issue contribute to better understanding how disciplinary identification unfolds along negotiated learning pathways.
Special Issue: Designing Learning Environments for Equitable Disciplinary Identiof the Learning Sciences》
The Journal of the Learning Sciences provides a multidisciplinary forum for the presentation of research on learning and education. It seeks to foster new ways of thinking about learning that will allow our understanding of cognition and social cognition to have impact in education.
historically rooted and the like. It is related to one's experience and growing process.
Part2 Research Contents
1
Identity and learning
2
Learning and identity development
Part4 Research Significance
• The studies in this special issue examine how designed learning environments can shape the disciplinary identification processes of youth. • This work highlights how this occurs across timescales and across levels of educational systems from interactional moments in a classroom to the representation of diverse publics in school-wide programs, narratives, and enacted policies.
Research Purpose The author hope that this research can hasten the equitable transformation of learning environments by orienting more holistically to learners, their histories, and ways of supporting their possible futures.
2. Learning and identity development
• Learning is always about identity development because it is always about becoming.
• In summary, the design of learning environments and related communities of practice opens up spaces for potential social recognition and identity development in disciplinary pursuits.
3
Identity development and contexts
4
Identification unflods
pathways
5
Designing for equitable disciplinary identification
1. Identity and learning
• There are no learning environments or experiences that are neutral to identification.
Part2 Concept explaing
1
Deciplinary Identification
Deciplinary Identification may be influenced by race, gender, class,
and other important dimensions of human difference, such as
3. Identity development and contexts
• The learning of complex subject matter knowledge inherently happens across social settings.
• This growing attention to identity development and identity-related influences on learning processes across settings is primarily a result of the practice turn being taken up significantly within the learning sciences.
• As a basic scientific agenda, we need to develop theoretical knowledge about how we can design learning environments to support youth from nondominant communities in their disciplinary identity development and their navigation of the social worlds in which they currently participate and those they desire to join.
5.Designing for equitable disciplinary identification
• Creating learning environments in which students can learn disciplinary knowledge and practices and develop practice-linked identities is important for the purposes of educational equity and social justice.
Thank You!
• A focus on practice-linked identities in relation to the design of learning environments foregrounds how these environments can be made more inclusive, relevant, and impactful.