(Re)Framing Educational Possibility
Attending to Power and Equity in Shaping Access to and within Learning Opportunities
Bibliographic Data
| ID | 21264355 |
|---|---|
| Authors | Victoria Hand (0000-0003-1622-7130, University of Colorado Boulder), W R Penuel (0000-0001-7096-6669, University of Colorado Boulder), Kris D Gutiérrez (0000-0002-7087-434X, University of Colorado Boulder) |
| Year | 2012 |
| Volume | 55 |
| Issue | 5-6 |
| Pages | 250-268 |
| Publication date | 2012-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Human Development (JOURNAL) |
| Journal identifiers | ISSN: 0018-716X • E-ISSN: 1423-0054 |
| Publisher | Karger Publishers (PUBLISHER • CH) |
| DOI | 10.1159/000345313 |
| OpenAlex | W1987457482 |
| Language | EN |
| Citations received | 37 |
| References cited | 43 |
Accounts of how culture constitutes the learning activities we accomplish with others are flourishing. These accounts illustrate how participants draw upon, adapt, and contest historically situated social practices, tools, and relations to accomplish their learning goals [Vygotsky: Cambridge, Harvard University Press, 1978]. Yet, they often lack attention to the ways that these social features reify and are reified by broader power structures and hierarchies. One way that power plays out in everyday social interaction is through the stories, narratives and ideologies that serve as resources for interpreting and organizing ongoing activity. Individuals become attuned to, coordinate and mobilize around these broader narratives through the frames they engage in moments of interaction. We offer frame analysis as a means of investigating both access to learning environments and opportunities to learn within them. To situate learning opportunities within and across different components of multilevel systems, a distinction is proposed between framing within a classroom or learning environment and framing access to educational processes and institutions. This paper recommends that researchers analyze, and design for, framing that disrupts predominant power structures and expands the possibilities for learning within more equitable social practices
CONTEST · Framing (construction) · Narrative · Political science · Situated · Sociology · Computer Science · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Teacher Education and Leadership Studies
Activist citizens in an immigrant-friendly city
Complexities in social justice teacher preparation
Teacher educators’ understanding of and activities for preparing preservice teachers to Teach for social transformation in K-12 educational settings
Desettling Expectations in Science Education
Conceptualizing Cultural and Racialized Process in Learning
Commentary on Conceptualizing Cultural and Racialized Process in Learning
Illuminating political clarity in culturally relevant science instruction
STEM-Focused Academies in Urban Schools
Replacing Representation With Imagination
The sizzle and fizzle of teacher evaluation in the United States and the selective use of research evidence
“Everybody Was Included in the Conversation”
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”
Design Principles for Considering the Participatory Relationship of Students, Teachers, Curriculum, and Place in Project-Based STEM Units
The “tricky business” of genre blending
The identity-frame model
Learning and constructions of us and them in teachers’ collaborative groups
Building Global Teaching Capacity Among Pre-Service Teachers
Strong Equity
Critical science agency and power hierarchies
Inviting Conversations in Discipline‐Based Science Education
Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM
Instructional practices in secondary science
Examining student environmental science agency across school science contexts
Exploring science teachers' efforts to frame phenomena in the community
Re-examining power and privilege in collective impact
Photovoice research with disabled girls of color
Gender equity and motivational readiness for computational thinking in early childhood
Tensions in equity- and reform-oriented learning in teachers' collaborative conversations
Our secret stick-it-to-the-man group
Disciplinary Literacy Versus Doing School
Multidimensional Noticing for Teaching Science‐as‐Practice
Preservice teachers' framing and noticing of elementary students' ways of communicating scientific ideas
Getting along” and “using evidence”
A Vision for the Future of Learning
Leading for Justice, Leading for Learning
A Call to Explicitly Name and Account for Power in Epistemic Agency Research
From Designing to Organizing New Social Futures
Learning by Expanding
Metaphors We Live By
Exploring Sociocultural Perspectives on Race, Culture, and Learning
Constructing competence
From the Court to the Classroom
Guiding Principles for Fostering Productive Disciplinary Engagement
The acquisition of a child by a learning disability
The Framing of Decisions and the Psychology of Choice
Expansive Learning at Work
Science, Curriculum, and Liberal Education
Networks and Contexts of Reform
Interrogating Race and Ethnicity as Constructs in the Examination of Cultural Processes in Developmental Research
Ain’t No Makin’ It
Researching the Socio-Political Dimensions of Mathematics Education
Script, Counterscript, and Underlife in the Classroom
Studies in the Theory of Ideology
Rethinking diversity
Procedural Display and Classroom Lessons
Authority, Status, and the Dynamics of Insider–Outsider Partnerships at the District Level
Promoting ‘relational equity’ and high mathematics achievement through an innovative mixed‐ability approach
Reading Coaches and the Relationship Between Policy and Practice
Toward an Interdisciplinary Understanding of Educational Equity and Difference
Racial Politics and the Elusive Quest for Excellence and Equity in Education
Is October Brown Chinese? A Cultural Modeling Activity System for Underachieving Students
Changing Stories
When the Problem Is Not the Question and the Solution Is Not the Answer
Framing the Problem of Reading Instruction
The Co-Construction of Opposition in a Low-Track Mathematics Classroom
The Interdependence of Social Identification and Learning
Framing
Positioning
Developing a Sociocritical Literacy in the Third Space
Frame Alignment Processes, Micromobilization, and Movement Participation
Lifting Off the Ground to Return Anew
Building a culture of collaboration through hybrid language practices
Social Construction of Target Populations
Curriculum as a Resource for the Development of Social Identity
Transformation and School Success
Beyond Decoupling
Framing Processes and Social Movements
| Unique citing works | 37 |
|---|---|
| Citations per year | 2,64 |
| Citation span | 2012 - 2026 (15) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 31 |