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Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity

Item

Title
Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity
Abstract/Description
In this essay, Shirin Vossoughi, Paula Hooper, and Meg Escudé advance a critique of branded, culturally normative definitions of making and caution against their uncritical adoption into the educational sphere. The authors argue that the ways making and equity are conceptualized can either restrict or expand the possibility that the growing maker movement will contribute to intellectually generative and liberatory educational experiences for working-class students and students of color. After reviewing various perspectives on making as educative practice, they present a framework that treats the following principles as starting points for equity-oriented research and design: critical analyses of educational injustice; historicized approaches to making as cross-cultural activity; explicit attention to pedagogical philosophies and practices; and ongoing inquiry into the sociopolitical values and purposes of making. These principles are grounded in their own research and teaching in the Tinkering Afterschool Program as well as in the insights and questions raised by critical voices both inside and outside the maker movement.
Author/creator
Vossoughi, Shirin
Hooper, Paula K.
Escudé, Meg
Date
2016
In publication
Harvard Educational Review
Volume
86
Issue
2
Pages
206-232
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Theoretical
IRE Approach/Concept
Justice
Featured case/project
Tinkering Afterschool Program
Open access/full-text available
en Yes
Peer reviewed
en Yes
ISSN
0017-8055
DOI
10.17763/0017-8055.86.2.206
URL
Official Journal Webpage (Harvard Educational Review)
Full-text PDF Shared by Author (ResearchGate)
Citation
Vossoughi, S., Hooper, P. K., & Escudé, M. (2016). Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity. Harvard Educational Review, 86(2), 206–232. https://doi.org/10.17763/0017-8055.86.2.206
Cited in
Equitable Learning
Abbreviation
Harvard Educational Review
Item sets
Open Access Resource (IRE)
Handbook Chapter 3 Citations

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