Community Making: An Expansive View of Curriculum
Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than d...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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OpenED Network
2021-06-01
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| Series: | Journal of Curriculum Studies Research |
| Subjects: | |
| Online Access: | https://curriculumstudies.org/index.php/CS/article/view/81 |
| _version_ | 1797923065517047808 |
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| author | Veronica Oguilve Wen Wen Em Bowen Yousra Abourehab Amanda Bermudez Elizabeth Gaxiola Jill Castek |
| author_facet | Veronica Oguilve Wen Wen Em Bowen Yousra Abourehab Amanda Bermudez Elizabeth Gaxiola Jill Castek |
| author_sort | Veronica Oguilve |
| collection | DOAJ |
| description | Making as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments. |
| first_indexed | 2024-04-10T14:41:09Z |
| format | Article |
| id | doaj.art-1768474b199747e2ac2dc1be3e3d7f7f |
| institution | Directory Open Access Journal |
| issn | 2690-2788 |
| language | English |
| last_indexed | 2024-04-10T14:41:09Z |
| publishDate | 2021-06-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Curriculum Studies Research |
| spelling | doaj.art-1768474b199747e2ac2dc1be3e3d7f7f2023-02-15T16:08:08ZengOpenED NetworkJournal of Curriculum Studies Research2690-27882021-06-013110.46303/jcsr.2021.8Community Making: An Expansive View of CurriculumVeronica Oguilve0Wen Wen1Em Bowen2Yousra Abourehab3Amanda Bermudez4Elizabeth Gaxiola5Jill Castek6University of ArizonaUniversity of ArizonaUniversity of ArizonaUniversity of ArizonaUniversity of ArizonaUniversity of ArizonaUniversity of ArizonaMaking as a term has gained attention in the educational field. It signals many different meanings to many different groups, yet is not clearly defined. This project’s researchers refer to making as a term that bears social and cultural impact but with a broader more sociocultural association than definitions that center making in STEM learning. Using the theoretical lenses of critical relationality and embodiment, our research team position curriculum as a set of locally situated activities that are culturally, linguistically, socially, and politically influenced. We argue that curriculum emerges from embodied making experiences in specific interactions with learners and their communities. This study examines multiple ways of learning within and across seven community-based organizations who are engaged directly or indirectly in making activities that embedded literacy, STEM, peace, and the arts. Using online ethnography, the research team adopted a multiple realities perspective that positions curriculum as dynamic, flexible, and evolving based on the needs of a community, its ecosystems, and the wider environment. The research team explored making and curricula through a qualitative analysis of interviews with community organizers and learners. The findings provide thick descriptions of making activities which reconceptualize making and curriculum as living and responsive to community needs. Implications of this study expand and problematize the field’s understanding of making, curriculum, and learning environments.https://curriculumstudies.org/index.php/CS/article/view/81makingdigital ethnographyjusticeliving curriculumcommunity-based learning |
| spellingShingle | Veronica Oguilve Wen Wen Em Bowen Yousra Abourehab Amanda Bermudez Elizabeth Gaxiola Jill Castek Community Making: An Expansive View of Curriculum Journal of Curriculum Studies Research making digital ethnography justice living curriculum community-based learning |
| title | Community Making: An Expansive View of Curriculum |
| title_full | Community Making: An Expansive View of Curriculum |
| title_fullStr | Community Making: An Expansive View of Curriculum |
| title_full_unstemmed | Community Making: An Expansive View of Curriculum |
| title_short | Community Making: An Expansive View of Curriculum |
| title_sort | community making an expansive view of curriculum |
| topic | making digital ethnography justice living curriculum community-based learning |
| url | https://curriculumstudies.org/index.php/CS/article/view/81 |
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