A Commentary on Charles Goodwin's Co-Operative Action for Learning Scientists

References

• Bang, M., & Marin, A. (2015). Nature-Culture Constructs in Science Learning: Human/non-human agency and intentionality. Journal for Research in Science Teaching, 52, 530–544. doi:10.1002/tea.21204
   Web of Science ®Google Scholar
• Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-based design research: Learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23(1), 28–41. doi:10.1080/10749039.2015.1087572
   Web of Science ®Google Scholar
• Bang, M., & Vossoughi, S. (2016). Participatory design research and educational justice: Studying learning and relations within social change making [Special issue]. Cognition and Instruction, 34(1), 173–284.
   Google Scholar
• Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1–14. doi:10.1207/s15327809jls1301_1
   Web of Science ®Google Scholar
• Bell, P., Van Horne, K., & Cheng, B. H. (2017). Designing learning environments for equitable disciplinary identification [Special issue]. The Journal of the Learning Sciences, 26(3), p. 367–531.
   Web of Science ®Google Scholar
• Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178. doi:10.1207/s15327809jls0202_2
   Google Scholar
• Cajete, G. (2000). Native science: Natural laws of interdependence. Santa Fe, NM: Clear Light Publishers.
   Google Scholar
• Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13. doi:10.3102/0013189X032001009
   Google Scholar
• Cole, M. (1996). Cultural psychology. A once and future discipline. Cambridge, MA: Harvard University Press.
   Google Scholar
• Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15–42. doi:10.1207/s15327809jls1301_2
   Web of Science ®Google Scholar
• Deloria, V. (1979). The metaphysics of modern existence. New York: Harper & Row.
   Google Scholar
• Collective, Design-Based Research. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8. doi:10.3102/0013189X032001005
   Google Scholar
• Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7–34. doi:10.1007/s11412-015-9207-1
   Web of Science ®Google Scholar
• Esmonde, I., & Booker, A. N. (2017). Learning sciences: Critical and sociocultural theories of learning. New York, NY: Routledge.
   Google Scholar
• Erickson, F. (2004). Talk and social theory: Ecologies of speaking and listening in everyday life. Polity.
   Google Scholar
• Espinoza, M. L., & Vossoughi, S. (2014). Perceiving learning anew: Social interaction, dignity, and educational rights. Harvard Educational Review, 84, 285–313. doi:10.17763/haer.84.3.y4011442g71250q2
   Web of Science ®Google Scholar
• Goldman, R., Pea, R., Barron, B., & Derry, S. J. (2007). (Eds.), Video research in the Learning Sciences. Mahwah, NJ: Erlbaum.
   Google Scholar
• Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. doi:10.1525/aa.1994.96.3.02a00100
   Web of Science ®Google Scholar
• Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522. doi:10.1016/S0378-2166(99)00096-X
   Web of Science ®Google Scholar
• Goodwin, C. (2003). Pointing as Situated Practice. In S. Kita (Eds.), Pointing: Where language, culture and cognition meet (pp. 217–241). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics, 46(1), 8–23. doi:10.1016/j.pragma.2012.09.003
   Web of Science ®Google Scholar
• Goodwin, C. (2018). Co-operative action. New York, NY: Cambridge University Press.
   Google Scholar
• Goodwin, M. H., & Goodwin, C. (2012). Car talk: Integrating texts, bodies and changing landscapes. Semiotica, 191, 257–286. doi:10.1515/sem-2012-0063
   Web of Science ®Google Scholar
• Goodwin, C., & Goodwin., M. H. (2017, September 7). Personal interview.
   Google Scholar
• Goodwin, C., & Goodwin., M. H. (2018, March 23). Personal interview.
   Google Scholar
• Goodwin, M. H. (1990). He-said-she said: Talk as social organization among black children, (Vol. 168). Indiana University Press.
   Google Scholar
• Goodwin, M. H. (2007). Occasioned knowledge exploration in family interaction. Discourse Society, 18(1), 93–110. doi:10.1177/0957926507069459
   Web of Science ®Google Scholar
• Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148–164. doi:10.1598/RRQ.43.2.3
   Web of Science ®Google Scholar
• Gutiérrez, K. D., & Jurow, A. S. (2016). Social design experiments: Toward equity by design. The Journal of the Learning Sciences, 25, 565–598. doi:10.1080/10508406.2016.1204548
   Web of Science ®Google Scholar
• Gutiérrez, K. D., & Vossoughi, S. (2010). Lifting off the ground to return anew: Mediated praxis, transformative learning, and social design experiments. Journal of Teacher Education, 61(1–2), 100–117. doi:10.1177/0022487109347877
   Web of Science ®Google Scholar
• Kawagley, A. O. (1990). Yup'ik ways of knowing. Canadian Journal of Native Education, 17, 5–17.
   Google Scholar
• Kawagley, A. O. (2006). A Yupiaq worldview: A pathway to ecology and spirit (2nd ed). Long Grove, IL: Waveland Press.
   Google Scholar
• Keifert, D. (2015). Young children participating in inquiry: Moments of joint inquiry and questioning practices at home and in school (Doctoral dissertation), Northwestern University, Retrieved from Proquest. (3724286).
   Google Scholar
• Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. New York: Cambridge University Press.
   Google Scholar
• Lee, C. D. (2017). Foreword: Critical Learning Opportunities for the Learning Sciences. In I. Esmonde & A. Booker (Eds.), Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning (pp. vii–xii). New York, NY: Routledge.
   Google Scholar
• Ma, J. Y. (2017). Multi-party, whole-body interactions in mathematical activity. Cognition and Instruction, 35, 141–164. doi:10.1080/07370008.2017.1282485
   Web of Science ®Google Scholar
• Marin, A. M. (2013). Learning to attend and observe: Parent-child meaning making in the natural world, (Doctoral dissertation), Retrieved from Proquest. (3605744).
   Google Scholar
• Marin, A., & Bang, M. (2015). Designing pedagogies of indigenous science education: Finding our way to storywork. Journal of American Indian Education, 54, 29–51.
   Google Scholar
• Marin, A., & Bang, M. (in press). “Look It, This is how You Know:” Family forest walks as a context for knowledge-building about the natural world. Cognition and Instruction 36(2), 89–118.
   Web of Science ®Google Scholar
• Medin, D., Waxman, S., Woodring, J., & Washinawatok, K. (2010). Human-centeredness is not a universal feature of young children's reasoning: Culture and experience matter when reasoning about biological entities. Cognitive Development, 25, 197–207. doi:10.1016/j.cogdev.2010.02.001
   PubMed Web of Science ®Google Scholar
• Mogk, D. W., & Goodwin, C. (2012). Learning in the field: Synthesis of research on thinking and learning in the geosciences. In K. Kastens & C. Manduca (Eds.), Earth And mind II: A synthesis of research on thinking and learning in the geosciences (pp. 131–163). Boulder, CO: The Geological Society Of America.
   Google Scholar
• Nasir, N. I. S., Hand, V., & Taylor, E. V. (2008). Culture and mathematics in school: Boundaries between “cultural” and “domain” knowledge in the mathematics classroom and beyond. Review of Research in Education, 32(1), 187–240. doi:10.3102/0091732X07308962
   Web of Science ®Google Scholar
• Nasir, N. S., Warren, B., Rosebery, A., & Lee, C. (2006). Learning as a cultural process: Achieving equity through diversity. In K. Sawyer (Eds.), Cambridge handbook of the learning sciences (pp. 489–504). New York: Cambridge University Press.
   Google Scholar
• Ogonowski, M. S. (2008). Encouraging students' imagination. In A. S. Rosebery & B. Warren (Eds.), Teaching science to English language learners: Building on students' strengths. NSTA Press.
   Google Scholar
• Philip, T. M., Bang, M., & Jackson, K. (2018). Articulating the “how,” the “for what,” the “for whom,” and the “with whom” in concert: A call to broaden the benchmarks of our scholarship. Cognition and Instruction, 36(2).
   Web of Science ®Google Scholar
• Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
   Google Scholar
• Rose, M. (2004). The mind at work: Valuing the intelligence of the American worker. New York: Viking.
   Google Scholar
• Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM: The International Journal of Mathematics Education, 43(1), 133–145. doi:10.1007/s11858-010-0292-3
   Google Scholar
• Shapiro, B. R., Hall, R., & Owens, D. (2017). Developing and using interaction geography in a museum. International Journal of Computer-Supported Collaborative Learning, 12, 377–399. doi:10.1007/s11412-017-9264-8
   Web of Science ®Google Scholar
• Sherin, M. G., & Van Es, E. A. (2009). Effects of video club participation on teachers' professional vision. Journal of Teacher Education, 60(1), 20–37. doi:10.1177/0022487108328155
   Web of Science ®Google Scholar
• Stevens, R. (2010). Learning as a members' phenomenon: Toward an ethnographically adequate science of learning. Yearbook of the National Society for the Study of Education, 109(1), 82–97.
   Google Scholar
• Stevens, R., & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107–150). New York: Cambridge University Press.
   Google Scholar
• Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39, 199–201. doi:10.1207/s15326985ep3904_1
   Web of Science ®Google Scholar
• Taylor, K. H., & Hall, R. (2013). Counter-mapping the Neighborhood on Bicycles: Mobilizing youth to reimagine the neighborhood. Technology, Knowledge and Learning, 18(1–2), 65–93. doi:10.1007/s10758-013-9201-5
   Google Scholar
• van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers' thinking and practice. Journal of Mathematics Teacher Education, 13, 155–176. doi:10.1007/s10857-009-9130-3
   Google Scholar
• Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt‐Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense‐making. Journal of Research in Science Teaching, 38, 529–552. doi:10.1002/tea.1017
   Web of Science ®Google Scholar