Learning research as a human science
Source:Yearbook of the National Society for the Study of Education ; 109th, pt. 1, Teachers College, Columbia University, New York, p.283 (2010)
Call Number:Cubb 370.6 .N28 V.109:PT.1
Contents: Introduction: principles of a human sciences approach to research on learning / Kevin O'Connor and William R. Penuel - Educational research as a reflexive science of constitution / Martin Packer - Values that occasion and guide mathematics in the family / Roy Pea and Lee Martin - Studying identity in learning contexts from a human sciences perspective / Na'ilah Suad Nasir - Interpreting the meanings of schooling, hybridity, and multicultural citizenship in diaspora communities / Sunil Bhatia - Learning as a member's phenomenon: toward ethnographically adequate science of learning / Reed Stevens - A Co-construction perspective on organizational change and educational reform / Hugh Mehan, Lea Hubbard and Amanda Datnow - Conceptualizing and tracing learning pathways over time and setting / Brigid Barron - A Dialogical epistemology of educational evaluation / William R. Penuel - The passions of learning in tight circumstances: towards a political economy of the mind / Ray McDermott - Learning as the organizing of social futures / Kevin O'Connor and Anna-Ruth Allen - Expansive learning as production of community / Line Lerche Mørck - Political and cultural dimensions of organizing learning around funds of knowledge / Nancy Ares - Teacher-researcher collaboration as a human science / Leslie Rupert Herrenkohl, Lezlie Salvatore Dewater and Keiko Kawasaki - Lesson study as a human science / Catherine C. Lewis, Kiyomi Akita and Manabu Sato - Productive tensions in youth participatory action research / Ben Kirshner - "You can't get there from here": research and redirection / Suzanne de Castell and Jennifer Jenson.; Summary: A central premise of this volume is that the study of human learning is best understood as a human science. The human sciences include academic disciplines in the social sciences and some of the humanities (e.g., history), as well as interdisciplinary fields like education, whose objects of study are human action in its various contexts. The fundamental principles articulated in this book are: Foregrounding values in interpreting learning; Interpreting the scope and limits of agency of learners and researchers; Postulating the teloi of learning; Locating and expanding responsibility for deciding the teloi of learning. - Introduction.