Beyond the Binary of Adult versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making

Autor/inn/en	Vossoughi, Shirin; Davis, Natalie R.; Jackson, Ava; Echevarria, Ruben; Muñoz, Arturo; Escudé, Meg
Titel	Beyond the Binary of Adult versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making
Quelle	In: Cognition and Instruction, 39 (2021) 3, S.211-241 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vossoughi, Shirin) ORCID (Davis, Natalie R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2020.1860052
Schlagwörter	Teaching Methods; Student Centered Learning; Teacher Role; After School Programs; Minority Group Students; Elementary School Students; Elementary School Teachers; Direct Instruction; Experiential Learning; Problem Solving; Cooperation; Clubs; Museums; Youth + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerrolle; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Co-operation; Kooperation; Club; Klub; Museum; Museumswesen; Museen; Jugend; Jugendlicher; Jugendalter
Abstract	This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students (K-5), we explicate and imagine beyond this binary by (1) analyzing key forms of pedagogical talk, listening, and embodied assistance that supported generative forms of learning and relationality and defied categorization as either adult- or child-centered; and (2) theorizing joint activity as a pedagogical practice by historicizing and unmooring the work of critical education from the perpetual negation of Western, adult-centered models, thereby creating distinct grounds for specifying the role of direct assistance and its salience for questions of educational dignity and justice. Taken together, we argue for a more complex view of when and how direct teaching can support meaningful learning, and further delineate the relationships between such teaching and a broader ethos of joint, intergenerational activity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01