Make-Her-Spaces as Hybrid Places: Designing and Resisting Self Constructions in Urban Classrooms

Autor/in	Norris, Aaminah
Titel	Make-Her-Spaces as Hybrid Places: Designing and Resisting Self Constructions in Urban Classrooms
Quelle	In: Equity & Excellence in Education, 47 (2014) 1, S.63-77 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Urban Education; Grade 10; Females; High School Students; Hispanic American Students; African American Students; Secondary School Teachers; Self Concept; Student Projects; Access to Computers; Disadvantaged; Design; Critical Literacy; Resistance (Psychology); Case Studies; Ethnography; Qualitative Research; Creative Activities; California + Suchen Sie Ihr Suchwort? Stadtteilbezogenes Lernen; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; African Americans; Afroamerikaner; Selbstkonzept; Schulprojekt; Kritisches Lesen; Resistenz; Case study; Fallstudie; Case Study; Ethnografie; Qualitative Forschung; Kalifornien
Abstract	This qualitative study analyzes how an urban schoolteacher guided her 19 tenth grade Latina and African American young women in developing positive self-concepts as expressed through the implementation of design thinking processes. This work examines how young women who had limited access to digital media negotiated their identities as they created projects with a focus on developing positive self-images. Design thinking is a twenty-first century learning approach that suggests that students learn best by designing and making tangible artifacts in locales that are termed "makerspaces." This research investigates the relationship between design thinking and the development of new and critical literacies. It also examines the ways that young women who lacked access to digital tools in their makerspace (classroom) used design thinking to negotiate their gendered and racialized identities. This study reveals how young women designed and resisted constructions of themselves by participation (and lack thereof) in design thinking activities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10