Third Space and inreframing education for students from nondominantcommunities
This article brought up interesting points for how we as educators can make school a more welcoming and successful place for nondominant communities. The Third Space and blending "horizontal and vertical" learning is especially interesting to me. Rather than doing things one-way because that is how it's always been done, we can use multiple, varied strategies to meet students where they are.
In the Vygotskian sense, students like Ave could not onlycarry out the task by the end of the institute but could ac-complish it in new ways, drawing on new tools, replacingone psychological function with another—yet eachstraining in different ways and requiring varied, persist-ent, and strategic assistance.
This emphasizes the value of individualized instruction. Meeting students where they are and using different, varied strategies to guide them towards learning.
it may be in need ofrenovations and improvements that do not alter its clas-sical structure.
Theories such as the ZPD that are still around are effective and that is why they are still used and discussed by academic professionals. However, circumstances are constantly changing and we are learning more about children's learning every day. This means that we should be constantly adjusting and modifying our theories to align with these changes and new information, too.
to a view of classrooms as having multiple, layered,and conflicting activity systems with various interconnec-tions.
This is important to note... based off reading thus far, my interpretation is that the success of learners in a classroom is dependent on so much more than just the teacher and the curriculum. The social impacts of peers, students self-efficacy and self-confidence, and feeling of belonging in the classroom seem just as important, if not more so.
This issue of what it means to learn in familiar, new,and overlapping contexts, in rapidly shifting practicesand communities, to understand how the social organiza-tion of these environments facilitates or interferes withcognitive work,
Accommodating for students in the classroom that are constantly moving in and out is very important. Not only for academic learning but socially this can be very challenging. It is important for teachers to make note of this and adjust to make their classroom environment comfortable for all.
captures both vertical and horizontalforms of expertise
This reminds me of continuous development, rather than discontinuous development
school-based literacies generally emphasize ahistoricaland vertical forms of learning and are oriented towardweak literacies
This idea of "vertical forms of learning" is interesting...one path, one line, no room to go off track. "Horizontal learning" or something along those lines as a form of having many options and different approaches to teaching
high school students from migrant-farmworker backgrounds to the University of California,Los Angeles (UCLA) for a four-week summer residentialprogram with a rich curriculum
Is this an accurate and representative sample? What types of high school students are available for 4 weeks in the summer without working, etc.?
Butrather than taking a pessimistic approach to counter thecurrent conditions of a failing educational system, I pres-ent a case that I hope illustrates the transformative poten-tial of a humanist and equity-oriented research agendaand project.
I appreciate the author consciously deciding to make this article about how we can transform, rather than simply highlight what is wrong. Many academic articles focus on what is wrong but offer little solutions.