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Cognition and Instruction Volume 34, 2016 - Issue 3: Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making
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Original Articles

Affective Dimensions of Participatory Design Research in Informal Learning Environments: Placemaking, Belonging, and Correspondence

Christian EhretMcGill University, Montreal, QuebecCorrespondence[email protected]
&
Ty HollettThe Pennsylvania State University, State College, Pennsylvania, USA
Pages 250-258 | Published online: 31 May 2016

Citations (21)

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Read on this site (8)

Kevin Leander, Laura Carter-Stone & Emma Supica. (2023) “We got so much better at reading each other’s energy”: Knowing, acting, and attuning as an improv ensemble. Journal of the Learning Sciences 32:2, pages 250-287.
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Jon M. Wargo, Melita Morales, Ali R. Blake, Alexander Corbitt & Joseph Madres. (2022) Sounding escape: examining the sonic contours of play and story in The Author’s Enigma. Mind, Culture, and Activity 29:3, pages 269-287.
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Jrène Rahm, Allison J. Gonsalves & Audrey Lachaîne. (2022) Young women of color figuring science and identity within and beyond an afterschool science program. Journal of the Learning Sciences 31:2, pages 199-236.
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Karen Daniels. (2021) Movement, meaning and affect and young children’s early literacy practices. International Journal of Early Years Education 29:1, pages 41-55.
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Tanner Vea. (2020) The learning of emotion in/as sociocultural practice: The case of animal rights activism. Journal of the Learning Sciences 29:3, pages 311-346.
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Grace A. Chen. (2020) “That’s Obviously Really Insensitive:” Attuning to Marginalization in a Parent-Teacher Encounter. Cognition and Instruction 38:2, pages 153-178.
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Noel Enyedy. (2017) Editorial. Cognition and Instruction 35:2, pages 89-90.
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Megan Bang & Shirin Vossoughi. (2016) Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making. Cognition and Instruction 34:3, pages 173-193.
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Articles from other publishers (13)

Maria J. Anderson-Coto, Julie Salazar, John Louis-Strakes Lopez, R. Mishael Sedas, Fabio Campos, Andres S. Bustamante & June Ahn. (2024) Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design. International Journal of Child-Computer Interaction 39, pages 100621.
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Lee Cheng. 2023. Global Media Arts Education. Global Media Arts Education 25 41 .
Kathryn Lanouette. (2022) Emotion, place, and practice: Exploring the interplay in children's engagement in ecologists' sampling practices. Science Education 106:3, pages 610-644.
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Allison J. Gonsalves & Jrene Rahm. 2022. Science Identities. Science Identities 47 66 .
Kathrin Marie Otrel-Cass, Stefan Thalmann, Viktoria Pammer-Schindler, Michael Fasching, Analia Cicchinelli, Eva Griesbacher, Christine Malin, Julia Mayr, Alfred Wertner & Thomas Doppelreiter. 2022. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption. Educating for a New Future: Making Sense of Technology-Enhanced Learning Adoption 485 491 .
Elena Guichot-Muñoz, María Jesús Balbás-Ortega & Eduardo García-Jiménez. (2021) Literacy, power, and affective (dis)encounter: An ethnographic study on a low-income community in Spain. PLOS ONE 16:6, pages e0252782.
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Joe Curnow & Tanner Vea. (2020) Emotional configurations of politicization in social justice movements. Information and Learning Sciences 121:9/10, pages 729-747.
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Ty Hollett. (2017) Symbiotic learning partnerships in youth action sports: Vibing, rhythm, and analytic cycles. Convergence: The International Journal of Research into New Media Technologies 25:4, pages 753-766.
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Christian Ehret, Lea Ehret, Bronwen Low & Luka Čiklovan. (2019) Immediations and rhythms of speculative design: Implications for value in design‐based research. British Journal of Educational Technology 50:4, pages 1603-1614.
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Jennifer Rowsell & Mark Shillitoe. (2019) The craftivists: Pushing for affective, materially informed pedagogy. British Journal of Educational Technology 50:4, pages 1544-1559.
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Jrène Rahm. 2019. Critical, Transdisciplinary and Embodied Approaches in STEM Education. Critical, Transdisciplinary and Embodied Approaches in STEM Education 273 289 .
Wessel Strydom, Karen Puren & Ernst Drewes. (2018) Exploring theoretical trends in placemaking: towards new perspectives in spatial planning. Journal of Place Management and Development 11:2, pages 165-180.
Crossref
Ty Hollett & Christian Ehret. 2017. The Case of the iPad. The Case of the iPad 227 244 .

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