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Constructing Aspirations Notes - Raeanne

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Constructing Aspirations Notes - Raeanne

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Learning Spaces Notes:

Many spaces can be a space for children to learn

Children are more likely to be in engaged in learning when they are in an environment where they can explore and be more hands-on

The environment in which students learn can affect how they learn and their willingness to learn.

Creating a sense of community and within the classroom can help students feel encouraged to learn and want to participate in activities within the classroom

People can argue that unconventional learning spaces such as museums and other public spaces can be a distraction to children's learning as there are many other spaces such as restaurants and malls that may lead to distraction for children.

Structured learning can be difficult in a non-school environment for  people depending on their culture and practices they may be used to.

Indigenous teachings mainly centre around holistic approaches and adopt a more “exploratory” learning style that allows for observation and the freedom to gain knowledge from one's surrounding, whereas western/eurocentric learning that many school curriculums centre around are very structure and often centre a round a particular subject which pre-sets goals for students instead of students being able to set their own goals and come to their own conclusions (encouraging shared knowledge)

Encouraging regular family-group visits to places such as museums or botanical gardens can prepare students to become familiar with spaces outside of school for learning

Giving students a chance to interact in spaces that are unconventional (outside of school) for learning, gives children the opportunity to explore possible interest for their future and to interact with people outside of the classroom, building possible customer service skills and gaining more social experiences in general (can help to build character and overall good social skills/experiences)

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How young people respond to learning spaces outside school: A sociocultural perspective (Alan Peacock, Nick Pratt)

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How young people respond to learning spaces outside school: A sociocultural perspective (Alan Peacock, Nick Pratt)

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EDPR1000: Studies in Communities and Their Schools

James Moreira

November 3rd, 2021

How young people respond to learning spaces outside school: A sociocultural perspective (Alan Peacock, Nick Pratt)

Defining “Learning Spaces”

-educational function of museums has changed over time

-learning spaces have been given a high profile in raising public awareness of environmental, social and cultural issues

-exciting buildings and structures can often distract from a focus on the explicit learning objectives

-reasons why it could be difficult for young students to learn the specific outcomes identified as objectives in such contexts:

--learner’s culturally-influenced perceptions of environment, history, etc and the perceived significance of artefacts within these contexts (e.g. the idea that ‘plants are boring’)

--the affordances and constraints of physical arrangements, social groupings, accessibility and localised distraction--what we have termed ‘micro-contexts’

--tensions between conflicting goals of LPs and between different approaches to learning in such contexts

Structure, design and layout

-design of space can distract/take away from what students learn and remember about learning space

-time can be lost if entrances, washrooms, and eating spaces are widespread

Cultural interpretations of ideas associated with environment

-young people can respond to their environment in very different ways, ranging from strong identification, to ambivalence and to rejection

-it is possible and not exceptional for conflicting explanations of phenomena to co-exist and be used as appropriate by individuals

Tensions between conflicting goals

-conflict between education and entertainment

-educational experiences being transformed into “trips”

Implications of research findings

-LPs involved must tread a narrow path between the two different communities of school and learning space

-they become the ‘culture brokers’ who can negotiate crossings between the school community and that of the learning space

Implications for LPs: The role of ‘culture broker’

-boundary crossing: describes the idea that the worlds are culturally different in terms of their values, goals, language, personnel, resources encountered and location

-the role of LPs involves acting as ‘broker’ between different stakeholders and becomes much more central, because they should have a grasp of the full range of implications of differing communities and the expectations and priorities of visitors and of evaluation evidence relating to children’s learning

-LPs are most effective when they actively assist learners to move back and forth as appropriate between the communities of school culture, home culture and the sub-culture of the learning space itself

Implications for further evaluation and research

-research needs to focus on the kinds of interactions and learning strategies that are found to be most effective in different contexts, as well as the roles of LPs within different kinds of learner groupings, in order to compare their effectiveness at prompting learning in different contexts

--must make sense of the term ‘effective’

--investigate the perceived roles and priorities of LPs in order to establish what affordances and constraints they experience in their work and to be able to support them better in treading the narrow lines between communities

-also important to find out what children actually see and don’t see in different contexts and micro-contexts and how their knowledge is constructed from this

-there is a need to investigate how changes in forms and expectations of participation affect these ways of seeing

-explore strategies involving use of mobile technology

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Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants

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Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants

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How Young People Respond to Learning Spaces Outside School: A Sociocultural Perspective - Alan & Pratt 

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How Young People Respond to Learning Spaces Outside School: A Sociocultural Perspective - Alan & Pratt 

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Focused on the UK

Learning spaces versus learning environment

The word environment is linked to outdoors

Schools are not the only educational structure where students can learn.

Other institutions include museums, science centers, gardens and more

Hands on learning opportunities  provided for students

environmental, social and cultural issues

Importance of conveying clear messages

Inclusivity is important for all sociocultural backgrounds

Small spaces can restrict movement versus large spaces

Large spaces can stop children from building connections

Hybrid communities

Different approaches to learning in such contexts

Different spaces mean different experiences and thoughts

More research on using mobile technology in learning spaces

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Article #2: TC Community Involve by Patrick Solomon "Dimensions of experience for community involvement include, “(a) learning about themselves [teachers] (self-knowledge) and the ways in which their social identities affect their interaction with urban communities; (b) learning about and from students in the context of their home communities; (c) learning about and from communities and cultures in which they were involved.” (177)
-Angel, teachers can improve their pedagogy with their investigations on the community.

Article#1: How young people respond to learning spaces outside school: A sociocultural perspective by Alan Peacock "In a school context, teachers have to help learners to negotiate the transition from one community to the other, which many learners (and some teachers) find difficult because of the very varied approaches to ways of knowing in each one."(20)
-Gabriela, It is important to facilitate different learning spaces from school to home and community.

Article #3: Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants by Carl E. James "Knowing how marginalized students understand, navigate, and negotiate the educational, cultural, social, economic, and political structures of their schools and society to become successful university students provides important insights for the work of teachers, teacher educators, parents, and community members." (231)
-Hannah, The sense of community is important for personal goals and breaking barriers

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Jot Notes: How Young People Respond to Learning Spaces Outside School: A Sociocultural Perspective

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Jot Notes: How Young People Respond to Learning Spaces Outside School: A Sociocultural Perspective

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From an Ethic of Altruism to Possibilities of Transformation in Teacher Candidates’ Community Involvement - Olivia DeSousa

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From an Ethic of Altruism to Possibilities of Transformation in Teacher Candidates’ Community Involvement - Olivia DeSousa

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This study explores how teacher candidates construct meanings from two conceptions of experimental work in communities -- the learning aspect and the serving aspect

Teachers must learn intimately about the communities that their students come from in order to teach competently and knowledgeable in schools with students from diverse cultural and linguistic backgrounds

We need to raise teacher candidates consciousness and sensitivity to the need for transformation regarding service-referenced learning, which include culturally relevant pedagogies with “cultural synchronization” between school, home, and community; service work; and reciprocity in learning environments, with each setting (e.g. school, university, and community) informing & transforming the other

“Long standing structural problems in the community that cannot be quickly addressed through short-term intervention of preservice teachers” (pg.173)

Teacher candidates can learn great things from community involvement such as: a) learning about themselves (self-knowledge) and the ways their social identities affect their interaction with urban communities; b) learning about and from students in the context of their home communities; c) learning about and from communities and cultures in which they were involved

Teacher candidates need to be committed to reflexive practices - both written and oral - that allow them to revisit their experiences on and ongoing basis

Allows them to confront the social realities of racism, poverty, and sexism and to explore how their own social identities affect their interaction with urban communities, and they grapple with difficult knowledge that impels them to question their worldviews, their ideas of relationality, and their self-conceptions

Learning ABOUT students helps beginning teachers develop initial knowledge about the sociocultural and economic contexts in which their students are position

They deepen their domain knowledge, empathy, and insight by moving to learn FROM their students

Considering it charity – this approach is a stance of working for, not working with. Further marginalizes the community, adds to the negative stereotypes and social relations that the program aims to work against (pg. 183)

Community involvement should be a political to ratify change – political activism (pg. 184)

Important to possess a political orientation instead of a charity orientation & if teacher candidates feel discomfort from moving from charity to political orientation (due to the unknown of a given community), this enables them to problematize previous teachings and learnings about self and community

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Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants.

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Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants.

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Jot notes- Shi

1. Student from working-class background expect to attend university.

2. Working-class immigrant students manage to overcome the social and educational barriers.

3. Develop the incentive, knowledge, determination, and commitment that make possible high education and occupational goals.

4. Individuals draw on ideas and knowledge gained through the community.

5. Assimilated or blend into “main stream” structures

6. Abandon their “old” cultural practices and adapt those of the large or host society.

7. Minority-group members tend to develop a feeling. They are likely to obtain moral support from community.

8. Help young people cultivate high educational and occupational aspirations.

9. The children of immigrant parents tent to gain access to community resources such as educational and recreational programs.

10. Community serves not only establish cultural affiliation, but also a support for family loyalty.

11. Student motivations for obtaining a university education were to change the negative stereotypes of their community.

12. Community as “dynamic” able to provide young people with chances and opportunities.

13. high-achieving students who got good grades participated in community activities, were encouraged by their teachers.

14. They truly believe I would be someone to come back and help the community.

15. Aspirations not only by the expectation their teachers and parents but also the encouragements of friends.

16. They seemed to be less concerned with making money or having prestigious jobs than with being able to contribute to their community.

17. Vivian aspired to become a teacher because she could authoritatively model.

18. They’re just used to teachers that don’t care, or are used to seeing teachers aren’t them in the community.

19. Racism need not be a barrier to high achievement.

20. Racial conceptualization of the community

21. Physical education and their cultural connections as playing a significant role in their decision to become teachers.

22. Race was very much a factor in informing her educational aspirations.

23. Stratified by race, ethnicity, class and immigrant/citizenship status, marginalized students face barriers to social mobility because of economic, political and social hardship.

24. Knowing hoe marginalized students understand , navigate, and negotiate the educational, cultural, social, economic and political structures of their school and society to become successful university students.

25. They were able to develop their social capital in the form of bi-cultural skills and abilities and with the support of their communities.

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From an Ethic of Altruism to Possibilities of Transformation in Teachers Candidates’ Community Involvement 

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From an Ethic of Altruism to Possibilities of Transformation in Teachers Candidates’ Community Involvement 

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Alan & Pratt – How Young People Respond to Learning Spaces Outside School: A Sociocultural Perspective

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Alan & Pratt – How Young People Respond to Learning Spaces Outside School: A Sociocultural Perspective

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·       The first theme park was created in 1853 and following the lead of this institution called Crystal Palace, many opened as a result in the following years

·       They were opened, the ideal use was for research by those who were considered privileged. The use of theme parks as learning spaces has grown in the past two decades.

·       Many educational professionals now use these sites as a means to help children with various subjects and topics within the curriculum. They offer hands-on experience that can be used for school and general public use

·       Many educational professionals are employed within these sites as well, and they are called Learning Professionals

·       Learning spaces can be anything non-school related. Some examples include gardens, environmental centres, nature reserves, museums, science centres, exploratoria, etc

·       The term “space” was used instead of environment to highlight that learning can occur and might be useful outside a classroom. The word environment is linked to outdoors usually so that is way the word space is used. Nevertheless, there are been some negative assumptions with learning spaces

·       Typically, children visit these places in small groups, i.e school trips with volunteer leaders. Children visit structed set-ups in timed intervals

·       Some reasons it may be difficult for young people (Directly from Text)

1.     The structure and design of layouts and buildings which can often distract learners from focusing on explicit learning objectives

-       The way the building is set up, the name of it, the function of the building, distance between set-ups (i.e bathroom location vs set up location = time lost) can take away from the experience.

2.     Learners’ culturally-influenced perceptions of environment, history, etc. and the perceived significance of artefacts within these contexts (e.g. the idea that ‘plants are boring’)

-       Everyone responds differently to a location based on sociocultural backgrounds

3.     The affordances and constraints of physical arrangements, social groupings, accessibility and localised distractions—what we have termed ‘micro-contexts’

-       Hybrid communities (Combination of two or more communities), move away from learning strategies and toward community understanding so kids can understand and identity the goals of schooling, LP’s create a different type of community within their learning spaces (disciplined community),

4.     Tensions between conflicting goals of LPs and between different approaches to learning in such contexts.

-       Cost, visitor maximums, research capacities vs entertainment, markets vs commercial, interacting vs learning, employee numbers vs children numbers, parent in general admission vs students in learning space = a different experience and different ways of thinking, LP resources, some approaches can disinterest children

·      Size, content and layout of the space can interact with the space that the classroom does not allow on the other hand they may be used to the classroom setting

·      Cultural border crossing – between school, home, community and learning spaces

·      More research needs to be done on mobile technology and its use in leaning spaces

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How Young People Respond to Learning Spaces Outside of School: A Sociocultural Perspective 

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How Young People Respond to Learning Spaces Outside of School: A Sociocultural Perspective 

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Focuses on educational enterprises outside the formal sector such as museums, botanical gardens, and interactive science centers

These learning spaces have clear objectives and provide hands on learning opportunities for students

Design, culture, educational strategies and settings all affect how students learn and develop

They raise awareness of environmental, social and cultural issues

The organisation and layout of the the space can influence the way in which children focus, learn, and use their time efficiently

They must have a clear message in which they are trying to convey, that is inclusive for all sociocultural backgrounds

These learning spaces aim to develop a sense of community

Providing opportunities for observations, physical learning, rock-pooling activities, etc. offers the children multiple different ways to learn

There is tensions between different approaches to learning in non school settings

When school groups visit they have set objectives in relation to the schools curriculum and their own set of school practices

Small spaces can restrict movement, where a very large space may stop children from finding other people and thing to interact with

Further research needs to look at the kinds of interactions that are taking place and the learning strategies that are most effective in various settings for various learners