Miwa Aoki Takeuchi
Biographic Data
| ID | 1680901 |
|---|---|
| NAME | Miwa Aoki Takeuchi |
| GIVEN NAMES | Miwa Aoki |
| FAMILY NAME | Takeuchi |
| SIGNATURE | TAKEUCHI M A |
| AFFILIATIONS | University of Calgary |
| ORCID | 0000-0003-2640-7506 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Rhizomatic Explorations of Immigrant Growers’ Sense of Belonging Through More-than-Human Relationships in a Community Garden
Immigrant integration is often conceptualised through frameworks of belonging that emphasise individual feelings or perceived acceptance within a community. This paper complicates such linear models and human-centred interactions by foregrounding processes of belonging emerging through relational practices spanning more-than-human worlds at a community urban farm. Drawing on rhizomatic assemblages and Indigenous epistemologies that situate Land a…
Grounding futures: Trans-disciplining learning and community-building research
Pedagogy of Whole Languaging Hearts: Fostering Relational Ways of (Re)Connecting to the Land With Multilingual Refugee Children
Colonial monolingual norms are a present oppressive force within schooling spaces, with a direct assimilative target on the linguistic practices of historically marginalized peoples, histories, and knowledge systems. For racially minoritized multilingual refugee learners, the space of in‐school science learning can be experienced as an involuntary detachment from linguistic wholeness, intergenerational ways of knowing, and community practices. Ou…
Creating learning alliances for flourishing food environmental futures
This article emerged from a community-based symposium held in a public library, aimed at synthesizing reflections on the connections between climate actions, food security, and (im)migration. The authors, representing diverse positionalities and professional backgrounds explore the generative entanglements offered through food justice discourses and land-based pedagogies. Through channelling personal and professional experiences and disciplinary …
Co-Creating Visual Stories as an Arts-Based Method for Equity: Visualizing the Agency of Forcibly Displaced Students
This study demonstrates the possibility of co-creation that invites participants into the artistic process itself, fostering shared ownership of knowledge production and enabling new forms of storytelling that bridge artistic expression and lived experience. We explore the affordances of co-creating illustrated stories by centering the previously unshared stories of families forcibly displaced by war and systemic violence. We engaged in workshops…
Going beyond # RetireELL: A call for anti‐colonial approaches to languages in STEM education
Queering Disciplinary Languages: A Critical Orientation to Languages in Mathematics Education
Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism
Background We situate the mobilization of mathematical literacy as a tool to see and redress social and historical dilemmas (Engeström, 2014; Gutiérrez, 2016) rooted in the geo-economic politics of race, gender, and class.Methods Using collaborative ethnography, we describe how mathematical literacy was mobilized by an activist collective that intervened against violence toward migrant women. Our research considers a long period of development to…
Transdisciplinarity in STEM education: A critical review
Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learn…
Immigrant Students’ Stories About Learning Mathematics in Groups
Transformation of discourse: Multilingual resources and practices among Filipino mothers in Japan
Family language practice can be significantly influenced by social, historical, and political contexts, especially in immigrant households where a society's minority languages are used. Set in a large city in Japan, this study examines how institutional power can affect Filipino mothers' language use at home. Drawing from the cultural historical activity theory, this study examines both individual and collective discourses. After conducting indiv…
Early Years Students’ Relationships with Mathematics
Early years mathematics experiences have been shown to be a significant predictor for students’ school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with mathematics? This article documents the findings of our research focusing on Kindergarten to Grade 2 studen…
The Situated Multiliteracies Approach to Classroom Participation: English Language Learners’ Participation in Classroom Mathematics Practices
Guided by sociocultural theory and the theory of multiliteracies, learning is perceived as a shifting participation in practices, which is mediated by multiple physical and symbolic tools. Drawing on the situated multiliteracies approach, which integrates these two theories, the purpose of this ethnographic research is to examine the participation of English language learners (ELLs) in mathematics practices in an urban Canadian classroom. This st…
Getting Unstuck: Learning and Histories of Engagement in Classrooms
This article focuses on the role of history in shaping learning interactions in a high school mathematics class, in which we argue that students participate in two key activity systems: Learning mathematics and doing school. Within the context of these two activity systems, we highlight the nature of sociogenesis, the patterns of shift in communities as people build on one another's accomplishments, jointly solve problems, and disseminate new and…
The Situated Multiliteracies Approach to Classroom Participation: English Language Learners’ Participation in Classroom Mathematics Practices
Guided by sociocultural theory and the theory of multiliteracies, learning is perceived as a shifting participation in practices, which is mediated by multiple physical and symbolic tools. Drawing on the situated multiliteracies approach, which integrates these two theories, the purpose of this ethnographic research is to examine the participation of English language learners (ELLs) in mathematics practices in an urban Canadian classroom. This st…
Getting Unstuck: Learning and Histories of Engagement in Classrooms
This article focuses on the role of history in shaping learning interactions in a high school mathematics class, in which we argue that students participate in two key activity systems: Learning mathematics and doing school. Within the context of these two activity systems, we highlight the nature of sociogenesis, the patterns of shift in communities as people build on one another's accomplishments, jointly solve problems, and disseminate new and…
The Situated Multiliteracies Approach to Classroom Participation: English Language Learners’ Participation in Classroom Mathematics Practices
Guided by sociocultural theory and the theory of multiliteracies, learning is perceived as a shifting participation in practices, which is mediated by multiple physical and symbolic tools. Drawing on the situated multiliteracies approach, which integrates these two theories, the purpose of this ethnographic research is to examine the participation of English language learners (ELLs) in mathematics practices in an urban Canadian classroom. This st…
Transformation of discourse: Multilingual resources and practices among Filipino mothers in Japan
Family language practice can be significantly influenced by social, historical, and political contexts, especially in immigrant households where a society's minority languages are used. Set in a large city in Japan, this study examines how institutional power can affect Filipino mothers' language use at home. Drawing from the cultural historical activity theory, this study examines both individual and collective discourses. After conducting indiv…
Early Years Students’ Relationships with Mathematics
Early years mathematics experiences have been shown to be a significant predictor for students’ school readiness and future mathematics achievement. Previous research also indicates an important connection between emotion and mathematics learning. How do students in early years education in Alberta describe their emotional relationship with mathematics? This article documents the findings of our research focusing on Kindergarten to Grade 2 studen…
Immigrant Students’ Stories About Learning Mathematics in Groups
Transdisciplinarity in STEM education: A critical review
Science, Technology, Engineering and Mathematics (STEM) education garnered significant attention in recent years and has emerged as a key field of research globally. The goal of this article is to offer a critical review of how STEM education and its transdisciplinarity were defined and/or positioned in empirical studies published during the early formulation of the field. In particular, we sought to identify how these studies conceptualise learn…
Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism
Background We situate the mobilization of mathematical literacy as a tool to see and redress social and historical dilemmas (Engeström, 2014; Gutiérrez, 2016) rooted in the geo-economic politics of race, gender, and class.Methods Using collaborative ethnography, we describe how mathematical literacy was mobilized by an activist collective that intervened against violence toward migrant women. Our research considers a long period of development to…
Going beyond # RetireELL: A call for anti‐colonial approaches to languages in STEM education
Queering Disciplinary Languages: A Critical Orientation to Languages in Mathematics Education
Creating learning alliances for flourishing food environmental futures
This article emerged from a community-based symposium held in a public library, aimed at synthesizing reflections on the connections between climate actions, food security, and (im)migration. The authors, representing diverse positionalities and professional backgrounds explore the generative entanglements offered through food justice discourses and land-based pedagogies. Through channelling personal and professional experiences and disciplinary …
Co-Creating Visual Stories as an Arts-Based Method for Equity: Visualizing the Agency of Forcibly Displaced Students
This study demonstrates the possibility of co-creation that invites participants into the artistic process itself, fostering shared ownership of knowledge production and enabling new forms of storytelling that bridge artistic expression and lived experience. We explore the affordances of co-creating illustrated stories by centering the previously unshared stories of families forcibly displaced by war and systemic violence. We engaged in workshops…
Rhizomatic Explorations of Immigrant Growers’ Sense of Belonging Through More-than-Human Relationships in a Community Garden
Immigrant integration is often conceptualised through frameworks of belonging that emphasise individual feelings or perceived acceptance within a community. This paper complicates such linear models and human-centred interactions by foregrounding processes of belonging emerging through relational practices spanning more-than-human worlds at a community urban farm. Drawing on rhizomatic assemblages and Indigenous epistemologies that situate Land a…
Grounding futures: Trans-disciplining learning and community-building research
Pedagogy of Whole Languaging Hearts: Fostering Relational Ways of (Re)Connecting to the Land With Multilingual Refugee Children
Colonial monolingual norms are a present oppressive force within schooling spaces, with a direct assimilative target on the linguistic practices of historically marginalized peoples, histories, and knowledge systems. For racially minoritized multilingual refugee learners, the space of in‐school science learning can be experienced as an involuntary detachment from linguistic wholeness, intergenerational ways of knowing, and community practices. Ou…
Pedagogy (9 works) · Sociology (8 works) · Psychology (7 works) · Mathematics education (6 works) · Innovative Education and Learning Practices (4 works) · Multilingual Education and Policy (4 works) · Political science (4 works) · Computer Science (3 works) · Context (archaeology (3 works) · Geography (3 works)