Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes

Autor/inn/en	Peppler, Kylie; Sedas, R. Mishael; Dahn, Maggie
Titel	Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes
Quelle	In: Education Sciences, 10 (2020), Artikel 143 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Peppler, Kylie) ORCID (Sedas, R. Mishael) ORCID (Dahn, Maggie)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Minority Groups; Experiential Learning; Family Environment; Learner Engagement; Urban Areas; Disadvantaged Environment; Multiple Literacies; Summer Programs; Camps; Low Income Groups; Interests; Family Relationship; Maintenance; Handicrafts; Woodworking; Older Adults; Youth; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Experiental learning; Erfahrungsorientiertes Lernen; Familienmilieu; Urban area; Stadtregion; Sommerkurs; Bildungsinteresse; Handwerk; Holzbearbeitung; Älterer Erwachsener; Jugend; Jugendlicher; Jugendalter
Abstract	The maker movement advocates hands-on making with emerging technologies because of its value for promoting innovative and personally meaningful transdisciplinary learning. Educational research has focused on settings that primarily serve youth from dominant groups, yet we know surprisingly little about making among minoritized youth and the kinds of resources that support their making. This study sought to better understand the extent to which maker practices are present in the lives of minoritized youth and the network of resources that support their engagement. In this study, we analyzed survey responses of 52 youth from an urban, under-resourced community in Chicago and conducted an inductive thematic analysis of 20 interviews through a model of connected learning. Findings showed these youth participated in a diverse range of interest-driven, low-tech maker activities in their own homes more often than in school, after school programs, or through online resources and communities (i.e., YouTube, Internet, social media). Many youths displayed different levels of participation with intergenerational support, as parents and extended family members supported youth in their hands-on making. This work opens up pathways for fostering connected learning opportunities within minoritized communities by building on existing learning experiences within home settings and supportive relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01