Most of the actual bullying I experienced

Although the learner may begin their experience watching from the sidelines, it’s important for the learner to get their hands dirty in the actual activities in order to truly master the skill and become a master themselves.

the difference between the developmental capabilities of an individual child versus their ability to handle more complex tasks through interactions and assurance of more capable individuals.

we are in­ terested in investigating whether differ­ ences in the social organization of ed­ ucation promote differences in the or­ ganization of learning and thinking skills in the individual.

The higher aspirations and reformed ways urged on millworkers through education found their expression in resistance to the status quo by some farnilies.s

But distinctions and divisions began to grow between mill-owners and local businessmen and professionals, on the one hand, and wage-earning millworkers, on the other.

The Piedmont, a term used by outsiders and newcomers to the region, but never by local residents,

eveninthatspace,whichisalotmoreopenandfreeforstudentsthantraditionalclassrooms,thattherearestillveryclear“teaching”goalsbeingimplicitlyandexplicitlycommunicated,andthatstudentsalsoreacttothemmuchinthewaythattheydotoregularclassroominstruction

hereisadistinctdifferencebetweenwhatis“taught”andwhatis“learned,”andthatthespaceandlearningenvironmentaffectswhatislearnedagreatdea

onsthatstudentsweretaking,wheretheyreallylearningthatadultsinpositionsofpowerforceyoutoengageinreallysillyactivities,andthatthesociallyacceptedresponseinyourpeergroupistotrytoengageinitaslittleaspossible

oth guided and intent participation are found in both these sites, they are acted upon differently and seen atvarying levels of inten

e you a map pamphlet that has each floor broken up and a list of what the observer can find on each floor. In a sense this is guided participation, righ

here this differs is when we think about BCCP in that children may be enrolled to attend BCCP because their parents have enrolled them and not by choice. While at the Whitney, individuals voluntarily attend the museum, but it could become mandatory if people go to the Whitney because of a class requirement, etc

haveaskedthemhowtheybuildonthelearningdoneinthissettingathome,ifatall,butitdoesseemliketherewaspotentialforislandsofexpertisetoformherearoundthisareaofinte

tseemedthatinorderforislandsofexpertisetobecultivatedandsustained,parentsneededtobeveryinvolvedinandawareofthelearningtheirchildrenexperienceacrossmultiplesettings.Whathappenswhenparentsareunabletodothat?Howdoesthataffecttheirabilitytoformulateislandsofexpertiseparticularlyaroundtopicsthey’reinterestedinorpassionateabout?Forexample,ifaparticipantinBCALtakesupaninterestincookingandspendsmostoftheirtimeinthekitchentherebutisneveraskedaboutthisexperiencebytheirpare

likeparentsplayedaprettyhandsonroleinhelpingtheirchildrendevelopagreaterunderstandingofthesubjectmaterialathand.

t all three of the reso

drop in

welcoming and inspiring to children

BCCP

mastery

wonderhowmanymisunderstandingsariseduetoourdesirenottoshareourbroader“paths”withothers

wouldgiveanobserverofmyselfweretheytowalkintothatclassroomwasofadisinterested,disrespectful,andunengagedstudent

y,“editing”myartclasstimeintoa“socializingandplayinggames”time,butitwasnotinconsistentwithmylonger,broaderlearninggoals

isthatasweconsideralearner’sobjectivesandtrajectories“across”timeandspace,wecangetamuchdeeperandricherpictureofwhatweobserveinanygivensetting.Ifwetakethisviewtoheart,wehavetounderstandthatalearnerhashisownmotivations,hisowngoals,hisown“path”,andthattheseextendfarbeyondanysingleobservationinanygivenspace.Ifwedon’ttakethatpathintoaccount,weriskmiscategorizingwhatweobserve

nglish conversationgroup, I can’t help but wonder at how the interaction between the two sites would play out. Often times in English conversation group, students’ home countries do come up voluntarily and students do not mind saying something about it. So that this aspect is repositionto something pos

ere, her historyof previous participationand experiences helped me to gain a greater understanding this interaction.Within this same conversation, she repositionedOGS as place not only for international students but for American students who needed help studying abroad. Through this specific type of interaction at OGS and the later activity of sharing it among other international students, she was able to place herself not only as an international student visiting OGS tomaintain her F-1 statusbut as an NYU student who like everyone else, American or not, needed help with her visa to study abro

pathwaysapproachallows me look at the interactions between many sites, instead of positioning them againstone anothe

different train carts

So where does this innate (or how Iobserved it on my transit observation to be innate) response come from in off

nto our theories of learningbecause there is absolutely zero guidance on how a passenger should handle this situati

4thone being on accide

ere is a bitof multi-sited sensibility that focuses on the histories of participation that students bring from different learning ecologies, I think this will be helpful particularly for this case study because it would help me better understand why this overwhelmed boy focuses more on the outcome of this assessment score than the process of demonstrating comprehension. Did he come from an environment that strongly promoted grades?

a site for math, adifferent site for physics, another one for chemistry,and almost a different site for each subject,but it was my responsibility to make sense of the connections and to see the structure behind, allowing me to survive to tests and other requirements while spending just a little more than half of the time I was supposed to be there; nowthere is a different site for home, for school, for shopping, for each piece of grown-up life, and is still my responsibility to make sense of the connections, to finda way to create an experience that mimics the full being-here experience while only spending about eight months of the year here.And there was always the expectation for the next call to training session, the next holiday, the next time to walk away and trynottolook back, almost as looking now to my plane tickets and counting the days to go to Col

my high school experience was, to some extent, a multi-sited on

kids my age

pointlessto take one observationas a sep

erspective here pushes toward accepting and accounting for these cultural experiences away from OSSM as part of students’ learning anddevelopment at OSS

ers built off of stories students told. However, more often in other classes these same (or similar experiences) were not taken up but instead marginalized as non-academic and thus not a sign of knowing or “real” intelligen

how the two sites bothtake up and marginalizeparticular aspects of learner’s outside knowledge.

nd the overall interactions led me to see them as a local “community of practice”(Lave and Wenger, 1991) who formed around a common commute.

Han

would be interestingto have a researcher in there when the teacher is not to try to collect candid first impressions aboutthe book. Even though I would often come back to a noisy classroom,most of the time it did seem like my kids were looking at the book and talking about

I would then follow the kids throughout the rest of the day and see if they are talking about the book. Do they discuss it with their peers? Do they talkabout their feelings on being assigned this book? Finally, I would want to followsome students to other sites. Again, I would look to see if the student discusses this new book with anyone. Do they tell their parents about it?I would also be lookingto see how they interact with books in general. Do they have many books at home? Do their parents read to them? Do they often see their own parents reading? Do they read daily for pleasure? When do they do this? Where?Perhaps I might see that students that already have a positive relationship with books will not be so botheredby being assigned a boo

miniva

boss,fiance,friend,andboss’foursons

 it  feels  forced  and  is  not  authentic,  I  never  actually  engage  in  reflection  during  those  intentiona

 difficultly  focusing  on  the  present  interactions  and  participation  because  I  kept  reflecting  and  relivingthe  wild  experiences  I  have  had  on  public  transportat

was  a  block  ahead  of  the  bus  so  that  he  could  get  on  and

ity  work,  every  person  has  many  different  identities  that  all  exist  simultaneously.  Based  on  the  environment  and  circumstances,  different  identities  become  salient  but  the  many  other  identities  still  existand  influence  those  that  happen  to  be  salient.  This  brings  in  the  concept

unity  to  resist  reductive  conceptions  of  interactions,  culture,and  participatio

ernails and they sprang forwardonto my clothes

I made a mini-loop in Manhattan before heading to Sunset Park, Brooklyn,where I live,using trainlines that I would typically not use.(I typically take the D train downtown from Broadway/Lafayette to 36thStreet before taking a bu

tillwonderedeventhroughguidedparticipation,howdoesachildlearnthesebehaviorsandnotjusttherules

happenwiththeSarnafamilymanytimesbeforeanditalwaysamazesme.Atdinner,duringprayerservices,atothermealsintheirhomewhenthey’rehostingstudents,bothheandhiswife,Michelle,trytheirbesttoincludetheirchildrenandencouragethemtoparticipateespeciallywhenthechildrenmakeaneffortto.Theyneverdiscouragethem.

ss of renting the bike was a brand new learning experience for me, and a tourist actually ended up helping me! It struck me that in that way I was more ofa peripheral participant in thisactivity in my city than a visitor.

In many ways what is there in the terminal and surrounding areas is more forthem then the commuters

s definitelyvery subconsciousthough because I truthfully only realized it when Isaw “intent participation”as an option on the assignment. The words jumped out at me and I knew that I was the intent participator this ti

icipation is more complex than simplymimicking, as Rogoff describes, because I literally had to do the action myself, at exactly the right time. I had to actually participate and not just mimic, which I see as doing an action in a simulation type setti

howhe used his metro card

goff states, Iacted after I observed. Many, if not most,of my decisionsweremade only after I saw someone else do something.

official narrative t

veryone there was ostensibly there for a transit purpose, but since many people had to wait 5-15 minutes for their train to come, the space also became a gathering place of sorts. High School students joked with each other and blew off steam after their day, commuters commiserated over train delays, and parents talked with their children as they waited.

ople who were in the space for no transit purpose

is could be seen as a contradiction to the “spaces”analysis I am working to formulate.

ill very limited in this spa

ial spaces are(re)produced(Ma and Munter 2014)through these material resources and social action

ic space. Thispart of the shopbecomesa public space where they do not belong as newcomersbecause the ways they can participateare so limited, the activities are not inviting. Only those at the front of the room near the desk are produced within this public space, becausethey can fully participa

s is reproduced through the understanding of the students; they must stay silent and listen. As Mr. Ford move to the other part of the room to movethe toolbox with the two oldtimers, his movements signify that active participation takes placein the other part of th

Therefore, I needed to adapt my initial frameworks to incorporate the (re)production of spaces through material and social interaction. Both Ma and Munter (2014) and Nespor (2000) provided the vocabulary and initial frame to stretch Lave and Wenger(1991). Heath, et al. (2002) also provides some guidance in how to analyze the interaction between social and material contexts in order to “craft participation.”

dtoknowagooddealaboutskating(oratleastshewasinvestedinherkidbeingabletoskate)

oughIwon’tfocusonthisnow,theyseemedtoeditthespacetheywereoccupying,claimingitasafamilyfriendlyzoneofsortswhereasthepoolseemedtobereservedformoreexperiencedskatersoratleastforadults,withtheexceptionoftheoneyoungska

dividualizedsportandactuallydoescontainaspectsofmoretraditionalteamsports

OrangeShirt

studentshadvaryingpreferencesforbeingattheskateboardpark.Itseemedthateachstudentwantedtolearnhowtoskate,besocial,orneededanafterschoolactivityuntiltheirparentswereavailable,buteachtodifferentdegree.Iflearningtoskatewasthesolepurposeofthembeingthere,kidswouldnothaveabandonedtheirskateboards,orlettheteacherwalkawaytoskateonhisown.

interestbutalsoextendedintoand/ororiginatedbeyondotherrealmsoftheperson’slife”(p485).Peopleweremotivatedtoparticipateinactivitiesnotforthesolesakeoftheactivityitselfbutbecausetheactivitymetpeople’spreferences.Preferencesarelongtermgoals,valuesandbeliefsthatmotivateapersontopracticetheirhobbyconsistently.Asactivityinthepracticecontinues,motivationandengagementebbsandflows,sometimesresultinginmoreparticipation,sometimesless.Thisistheperso

y be “edited” after visiting and having a more pleasant experience, she is not likely to give it another chance. Ma & Munter also suggest that “As individuals engagein activity together, in the same arena, the ways they edit the space necessarily affect thepossibilities for others’ activity” which may help to explain why my experience observing this skate park may have been different than it would have been without the reviewers opinion shaping my activ

rk, the skaters –embodied through Jared Moller –were a part of the planning and thus the social construction of the space from the beginning

hip, this park seems to embody some of the collaboration and amalgamation of neighborhood and “public space” (both with physical objects and with recognition of a skater’s contribution to the project) that Nespor urges in his article that schools work to

but also can define different and overlapping settings(I am also eliciting Lave’s grocery shoppers here and how their use of the store individually creates individual settings that potentially o

oarder asked one of the younger participants“do you know ollie?” Throughout the rest of my time at the skate park, this older skateboarderwould come by and give tips on how to skateboar

ere the friends using this recording as a way to invoke intent participat

wasn’t sure if this was a tool for learning

y mentioning the various names of tricks, marked the inclusiveness of the activity and becamea marker for the skateboard iden

access is related also to equal opportunity for enjoyment, for sense of ownership, for all kinds of use

of compensation in the sense of taking skaters out of other spaces and then providing an isolatedspace for them as the reward fora trade-

park turned thento a place for media production, a place for practice, a place for social sharing, and a place for semi-structured teaching(see Figures 3, 4, a

the contextualization of the arena

example  of  advanced  spatial  literacy.  Ma  and  Munter’s  concept  of  editing  also  seems  to  come  into  play  here,  as  the  skaters  continually  edited  their  activity  to  adapt  to  the  activity  of  ot

tial  literacy  focuses  on  the  need  for  young  people  to  be  capable  of  translating  their  perceptions  and  understandings  of  space.  By  producing  new  ways  of  thinking  and  acting  in  space,  relations  between  people  and  environment  can  become  more  equitable  an

 and  ledges.  Although  the  park  is  free  and  open  to  the  public  with  two  large  gateskept  open,  there  are  no  benches  or  areas  for  spectators  or  people  not  currently  skating.  This  gives  the  park  an  insider  feel,  just  for  the  skaters.  When  I  was  planning  my  observation,  I  intended  to  go  with  my  friend  who  regularly  skates  at  the  McCarren  park  so  that  I  would  have  an  in.  However,  he  canceled  on  me  and  as  a  non-­‐skater  I  was  left  to  lurk  awkwardly  in  the  corners  of  the  skate  park  during  my  observation.  This  made  me  very  aware  of  my  identity  as  a  non-­‐skater,  not  even  a  newcomer  to  th

on I was given a map on which areas were considered to be difficult, and which areas were considered to be easy and for beg

as not able to pick up on was whether or not they were discussing the tricks they had just s

rnal factors, such as parents, close relatives, and peers, do influence a child’s intere

without parental supportand encouragement, would the average 10 year old be able to actively participate in skateboarding at th

e space of the skatepark transformed,depending on who was present, but also based upon what the old-timers were up to

his trick practi

gallery” because there were several folks there who spent the entire time just watching other skaters, and (apparently) commenting on the others’ abilities, while not really skating so much themselv

ith park designers’ intentions, and sometimes creating new uses for a particular space. Either way, the skaters clamed the space as their own and used it fortheir own purposes, an

someone ona mountain bike came through this area and proceeded, for the next 20 to 30 minutes,to ride back and forth near the spectator space watching the skaters. His participation,because of thephysical tools that he interacted with in this space, was somewhat different than mine, while all of use in th

oth articles, space and participation and inextricablylinked. Nespor describes participation that is too limited or non-existent and therefore creates boundaries around public spaces. Ma and Munter, on the other hand,see a skatepark as a publicspacethat is not limited to the same degree by ideological institutions (schools, governments, etc.). Instead, participationinside of the skatepark is encouraged, and skaters are given autonomy on how they want to participate.Although, it is important to mentionthat skateparks came out of differentpowerful stakeholders wantingto keep skaters off of public places, therefore attempting to relegate their pubic space to one the is “meant for s

ditions of practic

katerswere continually learning both how to get better at skating (through practice, peer critique, and watching other) and how to d

Therefore, “lines of practice” are what comes about w

acces

However international students lack this coproduction as activities and resources are mostly prescribed to them.

tudents, I provided fakeimmigration documents as a focal point of our talks.These fake documents included: an I-201, an OPT/CPTapplication form2, and a print out of a part-time e-form3. These three documents representsome of the most common materials international students migh

oretical Framework

uman resources, in this case Allan’s knowledge

is clear that access

cipation schema involvedcollaborative participation.

newcomers

caltouchseemedtoplayasignificantpartinbrowsingbehavior,andmanyshopperswouldruntheirfingersacrossbooksorplayfullytapormovethebooksarou

structure,2)Shorttermandlongtermpursuits,and3)Preferencebasedparticipationincollectivepractice.Materialinfrastructurearetheresourcesavailablefortheparticipant.Intheconfinesofabookstore,thisisofcoursethebooksthemselves,butalsothesignageandothersupportsavailabletoshoppers.Theparticipationinthehobbyofreadingcanalsoincludeshortandlongtermpursuits.Someshoppersmayfluctuateintheirlevelsofparticipationdependingonothercommitments.Forexample,astudentmayspendlittletimeinabookstorelookingforbookstoreadforpleasureduringtheschoolyear,butduringholidaysandvacationstheymayspendmoretimelookingfornewbooks.Finally,reading,especiallyforadults,isapersonalchoiceandonemustselfelecttoparticipate

Inthisproject,theCoPisthefictionsectionofabookstore.Oldtimersarethosewhohaveexperienceatthestore,knowthegenerallayout,andcanfinditemseasily.Presumablytheseoldtimershavebeentothestoremanytimes.Newcomersarevisitingthestoreforthefirsttime,orhavenotbeenthereasignificantamountoftimes.However,newcomershaveaccesstoavarietyofresourcesandopportunitieswithinthebookstore.Theyareabletolegitimatelyparticipate,andmayeventuallygainoldtimermembershipwithintheCoP.Byvisitingthestoreagain,newcomersmaybegintofeelmorecomfortablewiththeirsurrou

thismechanicallowsexpertsandnovicediscussionstocoexistsidebyside

thismechanicallowsexpertsandnovicediscussionstocoexistsidebyside

Thiswayofthinkingaboutlearningwillhelpusinterpretmanyoftheinteractionsin/r/learnprogramming,andtoconsiderhowsomedesignconsiderationshelpcreatespaceswherenovicesandexpertsalikeareinteractingmeaningfully,therebycreatingopportunitiesfor“legitimateperipheralparticipation.

difference

Massive

hile Wenger discusses identity as the product of participation, Nasir & Cooks help to differentiate the two but respect the correlation by recognizing how identities are shaped by detecting three types of resources: relational (positive relationships), ideational (ideas about oneself in relation to the practice), and material (physical) resources

These were the guiding ‘resources

practice in the field from participation

physical access to participation is uniformed

ase, to gagethe sociocultural resources available to participants at Barry’s Bootcamp. Lave & Wenger proposedthat

Lave & Wenger’s lensof peripherality

identity and self-perception

identities

possess this “Starbucks Identity” are the individuals who have partaken in thisidea of a figured world

in all the theories of learning

facilitation

, it is a way of understanding how people learn in interaction with each other, by looking at how those interactions are structured

feltempoweredandasenseofownership

Inthisstudy,thearenaofthecafeteriawassociallyproducedbythesettingandactivityoftheparticipantsthere.Participants“edit”thespacebyconstructingthesetting,forexample,bymovingchairs,leavingthecafeteriaorchoosingwheretosit.Thissettingprovidesresourcesforindividualparticipantstoeditthespaceandtransformittobeaplacetoeat,studyorsocialize.Thecafeteriaisreproducedandshapesthemeaningfortheactivitythatoccursthere.

Teachersarealsopartofthiseditingprocessbystayingintheir“assigned”areaandbynotapproachingordiscipliningstudentsduringtheirlunchperiod

studentscreatedthespacessociallyastheysawfit

Each ofthese three e

orance. This post is representative of funds of knowledge as networks, sharing resources and information. When chicas-pizza attempted to discredit the original tweet, the-perks-of-being-black shared their knowledge about the situation which validated the original tweet, and christel-thoughts shared their final analysis of the exch

ll et al., p. 154). I

This presentation will explore the development of consciousness concerning social justice issues through participation on

everyday, routine interactions

took a guiding role (Rogoff, 1995)

Rogoff’s (1995) theory of guided participation

Central to the concept of guided participation is that more experienced members of a community support the participation of relative newcomers. This is of primary concern in this paper because the interactions of focus arefrequently asymmetricin terms of experience

the ideas of visibilityand invisibilityof resources i

In this respect, Resnick’s (1987) differentiation of individual cognition and shared cognition is not fully applicable, as it is more of a choice than a property of the system

minimal mentation and mostly of the use and manipulation of tools

Legitimate Peripheral Participation allows for a deeper understanding of the role of resourcesand to characterizehow new users in the role of newcomers interact with other users and with resources in order to learn

framing the experience of new users as learning, in this case out of school, particular features of the public transportation experience gain relevance while seen throughResnick’s (1987) highlighted differences between learning in and out of school

Unfortunately, this ideal doesn’t always come to fruition.

The Limmud NY conference is planned and run entirely by volunteers –I am the only full-time staff member. Throughout the year, volunteers on the conference Steering Committee are expected to attend and participate in meetings, which are either run as a neutrally facilitated space or as a space of joint work, depending on the meeting leader and purpose. Steering Committee members do their work under the supervision of the volunteer conference Co-Chairs, and these relationships are either framed as apprenticeships or joint work, depending on the experience level of the volunteer and the supervisor.

Basically, it is a way of understanding how people learn in interaction with each other, by looking at how those interactions are structured.

As such, the organization is challenged to build a culture that embraces a communitarian ideal, where participants feel individually responsible to create their own experience, and to recruit prospective volunteers and train new volunteers into this culture each year.

itney failed at creating a resource that facilitated immediateapprehendability. For visitors who were there tosee the art, the lack of having these cards might have disallowed for their full participationand understandingof what the artwork represent

What is this

thefundofknowledgesharedbyvisitorsofvaryingmuseumexperience.

thisfundofknowledge

itwouldmakelittlesense

ion, while the Intrepid shows pieces more on the factual side of history granting some age-based authority to the conve

the conversations about the pieces and the discussions were much more like peer conversations in the Whitney and sounded closer to storytelling in the Intrepid

still creating a Fund of Knowledgeforthe visitors

mers, or experienced users as they may be seen, are almost never looking at signs or maps, as they have already internalized the information and moves they need to get to their destinations spending the minimum

r could be enlightened and included as part of the general analysis in a proper wa

mework provided by Lave and Wenger (1991) and theLegitimate Peripheral Participatio

Resnick’s (1987) highlighteddifferences b

public transportation

levels

ut trajectories in education fieldsbecause this idea of ‘sizing up’students iswhat schooling is often based on.Students often times identify themselves as ‘not good at math’at early ages and this stigma becomeapart of their identityand self-concept. This helps to shape their learning trajectories in math education as peripheralparticipants, no

sse

Purpose

Almostall of the interviewed members measured their participation through frequency

relational resources, their positive/negative view of themselves in relation to the activity,

Through guided participation,

mpts from Theodorakis(1993) study on participation in exercise linked to ‘role-identity’ as he described; “Sample itemswere: "I would feel a loss, if I gave up exercising during the next two months"; "To participate in theprogram of this gym during the next two months, is an important part ofmyself"; and "I am the type of person oriented to participate in the programof this gym during the next two months,””and formulated them tomimic questions rather than a likert s

their ideational and relational resources

participation in the three ways

stigma’s surround identity

findings

hat is, when students had access to ideational resources for identity development, they set goals that supported particular kinds of learning,” which indicates why Barry’s is an interesting point to observe learning since the goals and outcomes of the partic

36-37

(pg. 58)

remain negligible to the community

sociocultural undertones in the rigorous atmosphere

a competitive nature in the social structure

Rogoff

evels of participation

assesse

suggested that‘Peripherality suggests thatmultiple, varied, more-or-less-engaged and -inclusive ways of being located in the fieldsof participation defined by a community’ demonstrating the need to identify these entrypoints in learning conditions in order to understand learning in this envi

access to participation is uniformed throughout the class

Treadmills and benches are stacked right next to each other, so it very much becomes a competitive environment where participation in the athletic world becomes essential for successful competition of the class

Results

weakestintheschool

observinghowstudentsinteractedwithadultstaffinmultipleactivitysystems

TheoreticalFramework

Purpose

teacherwasinchargeofstudents

SUMMARY

inked

diverse  perspectives  and  varying  issu

ity  to  add  to  that  fund  of  knowledge  or  simply  further  distribute  it  to  othe