Youth Voices: Connections between History, Enacted Culture and Identity in a Digital Divide Initiative

Autor/inn/en	DeGennaro, Donna; Brown, Tiffany L.
Titel	Youth Voices: Connections between History, Enacted Culture and Identity in a Digital Divide Initiative
Quelle	In: Cultural Studies of Science Education, 4 (2009) 1, S.13-39 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-008-9108-y
Schlagwörter	Grounded Theory; Adolescents; Educational Opportunities; Educational Experience; Urban Youth; Special Programs; After School Programs; Computer Science Education; Instructional Design; Context Effect; African American Students; Learner Engagement + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bildungsangebot; Bildungschance; Bildungserfahrung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Sonderpädagogische Förderung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Computer science lessons; Informatikunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	The design of educational experiences is often mediated by historical, institutional, and social conceptions. Although these influences can initially shape the way that educational opportunities are created and implemented, this preliminary form has the potential to reorganize. In this paper, we illustrate how history shows its presence in the ways that instructors systematically arrange a technology course for urban youth. This original approach to the course inhibits youth participation. Incrementally, however, the cultural enactments of instructors and students lead to a reorganization of activity. Through highlighting history and examining the intersection of culture, we provide insight into the ways in which adolescents of color become successfully engaged in learning technology. We focus our study by asking how co-existence and the dialectic of structure and agency play a role as youth develop an identity as a technology user. Further, this emergent learning design affords outsiders a unique view of the educational and contextual experiences of these youth. Our illustration of how history, enacted culture and identity mediate the emergent learning design stems from a grounded theory approach to analyzing video, interview and artifact data in this after-school technology course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10