Relational Equity as a Design Tool Within Making and Tinkering Activities

Daniela K. DiGiacomo, Kris D. Gutiérrez

Research output: Contribution to journalArticlepeer-review

67 Scopus citations

Abstract

ABSTRACT: This article focuses on the partner-like relations that emerge between undergraduates and youth as they engage in “Making and Tinkering” activities in an afterschool learning ecology, and illustrates the potential for designed tinkering activity to produce relational equity among participants. Grounded in sociocultural theory, but leveraging theoretical contributions from learning sciences and tinkering research, we draw on ethnographic data across one year to examine how the social organization of Making & Tinkering activities provides necessary social conditions for “feedback-in-practice” and consequential learning. Analyses of interactions reveal how more symmetrical intergenerational relationships serve in the design of equitable learning spaces.

Original languageEnglish
Pages (from-to)141-153
Number of pages13
JournalMind, Culture, and Activity
Volume23
Issue number2
DOIs
StatePublished - Apr 2 2016

Bibliographical note

Publisher Copyright:
© 2016 Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition.

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Language and Linguistics
  • Education
  • Developmental and Educational Psychology
  • Anthropology
  • Cognitive Neuroscience

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