Citations (109)
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Nikki McDaid Barry, Megan Bang, Forrest Bruce & Filiberto Barajas-López. (2023) “Then the Nettle People Won’t Be Lonely”: Recognizing the Personhood of Plants in an Indigenous STEAM Summer Program. Cognition and Instruction 41:4, pages 381-404.
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Shannon K. McManimon. (2023) ‘It's too boring now’: restor(y)ing research while rereading resistance with Da’uud. International Journal of Qualitative Studies in Education 36:8, pages 1612-1626.
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Kalonji Nzinga. (2023) Why Errybody Sayin ‘No New Friends’?: The Proverbs of Rap and Why Young People Recite Them. Cognition and Instruction 0:0, pages 1-25.
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Michael Bakal & Macario Vásquez Reyes. (2023) From below, on the left & with the earth: Attuning to the relational in learners’ voices through a pedagogy of Buen Vivir. Mind, Culture, and Activity 0:0, pages 1-21.
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Bhaskar Upadhyay & Marina B. Aleixo. (2023) Community-Initiated Science for Transformative Teaching. Journal of Science Teacher Education 34:5, pages 443-457.
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Jenni Conrad, Rachel Talbert, Brad Hall, Christine Stanton & Audie Davis. (2023) Pulling together: Participatory modes and Indigenous roads to enact anticolonial responsibility in social studies research. Theory & Research in Social Education 0:0, pages 1-29.
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Erica Halverson, Kailea Saplan & Caitlin K. Martin. (2023) Building arts education policy using the tools of out-of-school time youth arts organizations. Arts Education Policy Review 0:0, pages 1-13.
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Tesha Sengupta-Irving, Lauren Vogelstein, Corey Brady & Emily Phillips Galloway. (2023) Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning. Journal of the Learning Sciences 32:2, pages 211-249.
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Deborah Silvis. (2023) Cherished World Thinking: Developing a Maintenance Mindset in Family Caregiving Contexts. Cognition and Instruction 41:1, pages 61-93.
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Kaitlin Popielarz & Aaron Galliher. (2023) Developing accountability and responsibility: How teacher candidates experience and conceptualize community-based pedagogy in the social studies. Theory & Research in Social Education 51:1, pages 100-127.
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Dosun Ko, Aydin Bal, Aaron Bird Bear, Annalisa Sannino & Yrjö Engeström. (2022) Transformative agency for justice: addressing racial disparity of school discipline with the Indigenous Learning Lab. Race Ethnicity and Education 25:7, pages 997-1020.
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Meixi. (2022) Towards gentle futures: co-developing axiological commitments and alliances among humans and the greater living world at school. Mind, Culture, and Activity 29:4, pages 316-335.
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Deborah A. Fields, Luis Morales-Navarro & Paulo Blikstein. (2022) “The village that learns”: a learning journey across intraventions and domains over two decades in a rural Thai community. Mind, Culture, and Activity 29:3, pages 191-214.
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Barbara Rogoff & Rebeca Mejía-Arauz. (2022) The key role of community in Learning by Observing and Pitching In to family and community endeavours (El papel clave de la comunidad en Aprender por medio de Observar y Acomedirse en las actividades de la familia y la comunidad). Journal for the Study of Education and Development 45:3, pages 494-548.
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Emma Elliott-Groves & Meixi. (2022) Why and how communities Learn by Observing and Pitching In: Indigenous axiologies and ethical commitments in LOPI (Cómo y por qué las comunidades Aprenden por medio de Observar y Acomedirse axiologías indígenas y compromisos éticos en el modelo LOPI). Journal for the Study of Education and Development 45:3, pages 567-588.
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Paul Mihailidis & Adam Gamwell. (2022) Designing Engagement in Local News: Using FOIA Requests to Create Inclusive Participatory Journalism Practices. Journalism Practice 16:5, pages 828-847.
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Kaitlin E. Popielarz. (2022) “Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education. International Journal of Qualitative Studies in Education 0:0, pages 1-23.
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Kyle Halle-Erby. (2022) “Relationships are reality”: centering relationality to investigate land, indigeneity, blackness, and futurity. International Journal of Qualitative Studies in Education 0:0, pages 1-18.
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Thomas M. Philip, Josephine H. Pham, Mallika Scott & Arturo Cortez. (2022) Intentionally Addressing Nested Systems of Power in Schooling through Teacher Solidarity Co-Design. Cognition and Instruction 40:1, pages 55-76.
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Aydin Bal, Kemal Afacan, Tremayne Clardy & Halil Ibrahim Cakir. (2021) Inclusive Future Making: Building a Culturally Responsive Behavioral Support System at an Urban Middle School with Local Stakeholders. Cognition and Instruction 39:3, pages 275-305.
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Shirin Vossoughi, Natalie R. Davis, Ava Jackson, Ruben Echevarria, Arturo Muñoz & Meg Escudé. (2021) Beyond the Binary of Adult Versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making. Cognition and Instruction 39:3, pages 211-241.
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Anna Lees, Tasha Tropp Laman & Dolores Calderón. (2021) “Why didn’t I know this?”: Land education as an antidote to settler colonialism in early childhood teacher education. Theory Into Practice 60:3, pages 279-290.
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Dolores Calderon, Anna Lees, Renée Swan Waite & Cynthia Wilson. (2021) ‘Crossing the bridge’: land education teacher professional development. Professional Development in Education 47:2-3, pages 348-362.
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Ava Jackson. (2021) Design principles as cultural artifacts: Pedagogical improvisation and the bridging of critical theory and teaching practice. Mind, Culture, and Activity 28:1, pages 61-81.
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Suraj Uttamchandani. (2021) Educational intimacy: Learning, prefiguration, and relationships in an LGBTQ+ youth group’s advocacy efforts. Journal of the Learning Sciences 30:1, pages 52-75.
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Daniel Morales-Doyle & Alejandra Frausto. (2021) Youth participatory science: a grassroots science curriculum framework. Educational Action Research 29:1, pages 60-78.
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Manuel Luis Espinoza, Shirin Vossoughi, Mike Rose & Luis E. Poza. (2020) Matters of participation: notes on the study of dignity and learning. Mind, Culture, and Activity 27:4, pages 325-347.
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Kris D. Gutiérrez. (2020) When Learning as Movement meets Learning on the Move. Cognition and Instruction 38:3, pages 427-433.
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Ananda Maria Marin. (2020) Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move. Cognition and Instruction 38:3, pages 281-317.
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Shirin Vossoughi, Ava Jackson, Suzanne Chen, Wendy Roldan & Meg Escudé. (2020) Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories. Journal of the Learning Sciences 29:2, pages 183-223.
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Amanda L. Miller. (2019) (Re)conceptualizing family-school partnerships with and for culturally and linguistically diverse families. Race Ethnicity and Education 22:6, pages 746-766.
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Angela Calabrese Barton & Edna Tan. (2019) Designing for Rightful Presence in STEM: The Role of Making Present Practices. Journal of the Learning Sciences 28:4-5, pages 616-658.
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Carrie Tzou, Enrique Suárez, Philip Bell, Don LaBonte, Elizabeth Starks & Megan Bang. (2019) Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence. Cognition and Instruction 37:3, pages 306-326.
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Roberto Santiago de Roock & Mark Baildon. (2019) MySkillsFuture for Students, STEM Learning, and the Design of Neoliberal Citizenship in Singapore. Cognition and Instruction 37:3, pages 285-305.
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Priyanka Agarwal & Tesha Sengupta-Irving. (2019) Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science. Cognition and Instruction 37:3, pages 349-366.
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Katie Headrick Taylor, Deborah Silvis & Adam Bell. (2018) Dis-placing place-making: how African-American and immigrant youth realize their rights to the city. Learning, Media and Technology 43:4, pages 451-468.
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Danielle Teodora Keifert & Ananda Maria Marin. (2018) A Commentary on Charles Goodwin's Co-Operative Action for Learning Scientists. Cognition and Instruction 36:3, pages 171-187.
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Melanie Bertrand & Dawn Demps. (2018) Youth Participatory Action Research Findings as Mirror Material: Implications for Advancing Educational Equity Through Formative Interventions. Mind, Culture, and Activity 25:2, pages 151-163.
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Subini Annamma & Deb Morrison. (2018) Identifying Dysfunctional Education Ecologies: A DisCrit Analysis of Bias in the Classroom. Equity & Excellence in Education 51:2, pages 114-131.
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Sarah Jo Ward. (2018) Interconnected impact: using CHAT to understand art museums as systems. Museum Management and Curatorship 33:2, pages 178-194.
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