Information and Learning Sciences: Volume 121 Issue 9/10

Reframing designs for learning in context: culturally-situated and social justice research approaches in the learning and information sciences

Gabriela T. Richard, Tamara Clegg, Brian Smith

Re-mediating designs for equity: making commitments concrete

Aachey Susan Jurow, Quinton Freeman

The design narrative details how the authors systematically and concretely adapted the design of afterschool club for children and pre-service teachers to respond to the…

Emotional configurations of politicization in social justice movements

Joe Curnow, Tanner Vea

This paper aims to trace how emotion shapes the sense that is made of politics and how politicization can remake and re-mark emotion, giving it new meaning in context. This paper…

Difficult funds of knowledge as pedagogical resources for critical consciousness development

Rebecca Colina Neri

Nondominant youth faces complex structural inequalities and injustices that have a direct impact on their academic learning outcomes and psychosocial well-being. Research suggests…

Culturally disruptive research: a critical (re)engagement with research processes and teaching practices

Breanne K. Litts, Melissa Tehee, Jennifer Jenkins, Stuart Baggaley, Devon Isaacs, Megan M. Hamilton, Lili Yan

As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work…

(Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies

Dionne N. Champion, Eli Tucker-Raymond, Amon Millner, Brian Gravel, Christopher G. Wright, Rasheda Likely, Ayana Allen-Handy, Tikyna M. Dandridge

The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in…