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 language | English |
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Pages (from-to) | 141-153 |
Number of pages | 13 |
Journal | Mind, Culture, and Activity |
Volume | 23 |
Issue number | 2 |
DOIs | |
State | Published - 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