Liana's Learning in a Democratized Classroom

Autor/inn/en	Malsbary, Christine Brigid; Espinoza, Samantha; Bales, Lisa
Titel	Liana's Learning in a Democratized Classroom
Quelle	In: Pedagogies: An International Journal, 11 (2016) 3, S.249-269 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2016.1182435
Schlagwörter	Cooperative Learning; Grouping (Instructional Purposes); Student Diversity; High School Students; Case Studies; Educational Anthropology; Grade 9; Grade 10; Interdisciplinary Approach; Biology; English Literature; Participant Observation; Interviews; Politics of Education; Democratic Values; Class Activities; Teaching Methods; Ethnography; New York (New York) + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Grouping; Gruppenbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Pädagogische Anthropologie; School year 09; 9. Schuljahr; Schuljahr 09; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Biologie; Englische literatur; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Educational policy; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie
Abstract	In usual understandings of learning, youths' development in classrooms is portrayed as a move from being a novice to an expert. However, findings of the present anthropologically framed study support us to argue that learning, rather, can be characterized as youths' simultaneous occupation of novice and expert roles. We refer to this simultaneous occupation as "mutual reliance." We make this assertion within the context of a multilingual, transnational classroom, where the presence of heightened diversity led teachers to put in place a structure ("autonomous learning groups") that supported youth to rely on one another to learn. In a video-based case study that tracks one group of students over 33 hours and engages micro-ethnographic analysis of a student named Liana, we found that autonomous learning groups created a democratization of the learning space--everyone contributed from his or her knowledge base because no single person, including the teachers, could ever be an expert. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01