10 Matching Annotations
  1. Nov 2015
    1. In this way, researchers can substantively trouble the common dichotomies of home/school and academic/everyday by studying, rather than presuming, points of continu-ity or rupture across social settings.

      This is like music to me. Learning happens everyday, everywhere, and sometimes it is more pleasant, seems more useful, is easier to remember, or any other advantages. But understanding the learning beyond/without those dichotomies, mostly the academic/everyday, could be really helpful to understand in a deeper way pieces as the field trips, mathmoves, or the countermapping.

    2. As equity-oriented researchers, we emphasize the fact that such movement is always mediated by questions of power and politics. In this vein, we ask: Whose linguistic, cultural, and intellectual resources are free to move across settings or hybridize, and whose are prohibited, devalued, and marginalized?

      I really like this emphasis on power dynamics in movement. I think this comes into play in the Counter-Mapping article, which I understand to be actively and intentionally redistributing privilege for the young people. they are given the opportunity for movement and meaning-making which is historically relegated to dominant groups in power

  2. Oct 2015
    1. At both North Lake and Maple, these social-grouping rearrangements ramified all the way into the classroom spaces during the days surrounding the trip, with students temporarily re-assigned to different desks basedon their field-trip pairings

      The "typical organization" of students in the classroom was physically disrupted not only at the museum, but in the days leading up to and after the trip (based on trip pairings). Based on the descriptions of sorts of pairings from above, this seems to have worked out to the approval of some students, but maybe not all.

      Kelton hasn't made any arguments yet about learning in this chapter, but I could see one coming out of this "disruption". Supporting student interdependence by giving them a chance to have an experience together and then bring that back into the classroom.

    1. which for youthbecame a dynamic setting for learning to ride in the city.

      "Dynamic" learning, in the moment, in response to real time conditions....learning in context. I think this is how "islands of expertise" are created. Resources are being maximized and changing behavior.

    2. and huddled togetherunder a freeway overpass to again scrutinize maps they retrieved from their back pockets.The relation between their mapped route and the experience of riding on city streets wasfragile but recoverable

      Collaboration and experiential learning that changes previous conceptions of space.

    3. After a tutorialon how to ride together, youth used a Google MapTMtraffic map of the downtown area toselect a route from the Workshop to a major community park.

      I find this facsinating because it's easy to take for granted....they needed an tutorial on how to ride together. So many layers of learning.

    4. We argue that by participating in theseactivities, youth began to understand real and abstracted urban space differently, whichafforded new opportunities for imagining and showing their futures within that space.

      This is authentic learning that will transform their identity in the FW of adult city dwellers.

    5. n a presentationfacilitated by a researcher (Kris), Carissa described places

      Carissa and Leah are learning agency, public speaking, presentation, aside from mapping and city planning.

    6. Carissa’s image of herself as a young adult ‘‘took place’’ in the city by marking up thedesire layer of her map with a bike lane that allowed a future-time, college student (herself asa young adult) to ride a bike from her university campus, past her current neighborhood, andinto an area of the city that was the center of music publishing and recording.

      Carissa's identity was transforming from seeing herself as a teen to a college student and anticipating her needs as a young adult.

    7. Our interest in counter-mapping was to provide youth with new resources for movingthrough the city, skills in the use of novel (for them) mapping technologies, and ways ofthinking about representations and spatial phenomena that would allow them to participatein city planning.

      the students learning was authentic and legitimate. Unlike the field trips, but like skaters, students were teacher/learners and had agency.