Journal article
"Run it through me:" Positioning, power, and learning on a high school robotics team
The Journal of the learning sciences, v 29(4-5), pp 598-641
19 Oct 2020
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Background Scholars have analyzed the possibilities that robotics-centered learning programs offer, including opportunities for developing collaboratively and engaging in authentic STEM professional practice. This work adds a sociopolitical perspective, explicating a case of a newcomer to a robotics team that elucidates the nuances of in-the-moment social positioning and its enduring impact on youth's participation in afterschool STEM learning environments. Methods Through interaction analysis of three episodes and ethnographic perspectives, participants' contributions to social interaction are analyzed as chronotopes, or spacetime representations, to understand how Denisse's, a young Black and Latinx woman, role as the driver of the team's robot at competitions is collaboratively crafted, building on the feminist tradition of positioning theory. Findings My analysis shows that Denisse is both empowered, through co-production of future decision-making in practice, and disempowered, through the rejection of non-present spacetime storylines at the competition. Further, notions of expertise and ownership are brought to bear on interactions, together with racialized and gendered narratives across the negotiations of the role of the driver to limit Denisse's local social power. Contribution This story shares how representation is not enough for educational justice for minoritized youth and informs how STEM education communities must take on the task, together.
Metrics
Details
- Title
- "Run it through me:" Positioning, power, and learning on a high school robotics team
- Creators
- Colin Hennessy Elliott - NYU, Teaching & Learning, New York, NY USA
- Publication Details
- The Journal of the learning sciences, v 29(4-5), pp 598-641
- Publisher
- Taylor & Francis
- Number of pages
- 44
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000544798100001
- Scopus ID
- 2-s2.0-85086940808
- Other Identifier
- 991021861873104721
UN Sustainable Development Goals (SDGs)
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InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Education & Educational Research
- Psychology, Educational