1,111
Views
1
CrossRef citations to date
0
Altmetric
PROSPECTIVES/PROSPECTIVAS

Imagining and designing the future of education: a critical review of Allan Collins’ What’s Worth Teaching: Rethinking Curriculum in the Age of Technology (Imaginando y diseñando el futuro de la educación: una revisión crítica del libro de Allan Collins ¿Qué Merece la Pena Enseñar? Repensar el Currículum en la Era de la Tecnología)

&
Pages 725-773 | Received 26 Mar 2021, Accepted 06 Dec 2021, Published online: 24 Oct 2022

References / Referencias

  • Alim, H. S. (2009). Creating “An empire within an empire”. In S. Alim, A. Ibrahim, & A. Pennycook (Eds.), Critical Hip Hop language pedagogies and the role of sociolinguistics (pp. 213–230). Routledge.
  • Aukerman, M. (2013). Rereading comprehension pedagogies: Toward a dialogic teaching ethic that honors student sensemaking. Dialogic Pedagogy: An International Online Journal, 1. https://doi.org/10.5195/dpj.2013.9
  • Bang, M. (2017). Toward an ethic of decolonial trans-ontologies in sociocultural theories of learning and development. In I. Esmonde, & A. Booker (Eds.), Power and privilege in the learning sciences: Critical and sociocultural theories of learning (pp. 115–138). Routledge.
  • Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: Advancing knowledge for a lifetime. NASSP Bulletin, 83(604), 4–10. https://doi.org/10.1177/019263659908360402
  • Calabrese Barton, A., & Tan, E. (2018). A longitudinal study of equity-oriented STEM-Rich making among youth from historically marginalized communities. American Educational Research Journal, 55(4), 761–800. https://doi.org/10.3102/0002831218758668
  • Cerdeña, J. P., Rivera, L. M., & Spak, J. M. (2021). Intergenerational trauma in Latinxs: A scoping review. Social Science & Medicine, 270, 113662. https://doi.org/10.1016/j.socscimed.2020.113662
  • Collins, A. (2017). What’s worth teaching: Rethinking curriculum in the age of technology. Teachers College Press.
  • Collins, A., Brown, J. S., & Holum, A. ( Winter, 1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11, 38–46. https://www.aft.org/ae/winter1991/collins_brown_holum
  • Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Erlbaum.
  • Cook, A., Spinazzola, J., Ford, J., Lanktree, C., Blaustein, M., Cloitre, M., DeRosa, R., Hubbard, R., Kagan, R., Liautaud, J., Mallah, K., Olafson, E., & van der Kolk, B. (2005). Complex trauma in children and adolescents. Psychiatric Annals, 35(5), 390–398. https://doi.org/10.3928/00485713-20050501-05
  • Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039
  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan.
  • Freire, P. (1972). Pedagogy of the oppressed. Herder and Herder.
  • Freire, P., & Ramos, M. B. (1970). Pedagogy of the oppressed. Continuum.
  • González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Erlbaum.
  • Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399–410. https://doi.org/10.1080/00131911.2013.781576
  • Greene, M. (1995). Releasing the imagination: Essay on education, the arts, and social change. Jossey-Bass.
  • Kermish-Allen, R., Peterman, K., & Bevc, C. (2019). The utility of citizen science projects in K-5 schools: Measures of community engagement and student impacts. Cultural Studies of Science Education, 14(3), 627–641. https://doi.org/10.1007/s11422-017-9830-4
  • Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school classroom: Putting learning by design into practice. Journal of the Learning Sciences, 12(4), 495–547. https://doi.org/10.1207/S15327809JLS1204_2
  • Lee, C. D. (2002). Interrogating race and ethnicity as constructs in the examination of cultural processes in developmental research. Human Development, 45(4), 282–290. https://doi.org/10.1159/000064990
  • Lewis, C. (2007). New literacies. In M. Knobel, & C. Lankshear (Eds.), A new literacies sampler (pp. 229–238). Peter Lang.
  • National Scientific Council on the Developing Child (2010). Persistent fear and anxiety can affect young children’s learning and development: Working Paper No. 9. www.developingchild.harvard.edu.
  • Papert, S. (1993/2020). Mindstorms: Children, computers, and powerful ideas. Basic Books.
  • Perry, B., Pollard, R., Blakley, T., Baker, W., & Vigilante, D. (1995). Childhood trauma, the neurobiology of adaptation, and “use-dependent” development of the brain: How “states” become “traits’. Infant Mental Health Journal, 16(4), 271–291. https://doi.org/10.1002/1097-0355(199524)16:4<271::AID-IMHJ2280160404>3.0.CO;2-B
  • Pinkard, N. (2011). Digital youth network: Creating new media citizens through the affinity learning model. International Journal of Learning and Media, 2(4). https://doi.org/10.1162/IJLM_A_00055
  • Pinkard, N., Erete, S., Martin, C. K., & McKinney de Royston, M. (2017). Digital youth divas: Exploring narrative-driven curriculum to spark middle school girls’ interests in computational activities. Journal of the Learning Sciences, 26(3), 477–516. https://doi.org/10.1080/10508406.2017.1307199
  • Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. The MIT Press.
  • Schank, R. C. (2011). Teaching minds. Columbia University Press.
  • Schank, R. C., Fano, A., Bell, B., & Jona, M. (19931994). The design of goal-based scenarios. Journal of the Learning Sciences, 3(4), 305–346. https://doi.org/10.1207/s15327809jls0304_2
  • Shaffer, D., & Resnick, M. (1999). “Thick” authenticity: New media and authentic learning. Journal of Interactive Learning Research, 10(2), 195–215.
  • Tzou, C., Suarez, E., Bell, P., LaBonte, D., Starks, E., & Bang, M. (2019). Storywork in STEM-Art: Making, materiality and robotics within everyday acts of indigenous presence and resurgence. Cognition and Instruction, 37, 1–21. https://doi.org/10.1080/07370008.2019.1624547

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.