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Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education

Item

Title
Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education
Abstract/Description
In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.
Author/creator
Philip, Thomas M.
Gupta, Ayush
Date
2020
In publication
Review of Research in Education
Volume
44
Issue
1
Pages
195-217
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Synthesis/Overview
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0091-732X
DOI
10.3102/0091732X20903309
URL
Open Access Publisher's Webpage (SAGE)
Citation
Philip, T. M., & Gupta, A. (2020). Emerging Perspectives on the Co-Construction of Power and Learning in the Learning Sciences, Mathematics Education, and Science Education. Review of Research in Education, 44(1), 195–217. https://doi.org/10.3102/0091732X20903309
Cited in
Critical Perspectives on the Contexts of Improvement Research in Education
Abbreviation
Review of Research in Education
Item sets
Handbook Chapter 11 Citations

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