Intergenerational Learning:
Understanding the Process of Collective Learning in a Family Case Study
Elizabeth Mendoza, Samuel Martinez, José Ramón Lizárraga, Kris Gutiérrez
Objective: Through a case study, we seek to examine the collective learning process of one family. Our initial findings underscore learning and expertise as fluid across participants with a more loose than traditional school norms allow. We seek to understand the collective learning process to gain insight into robust pedagogical practices that can be incorporated school settings.
Perspectives: Grounded in the notion that learning happens in and through everyday practices (Vygotsky, 1978), we shift our attention from individual learning to understanding and documenting learning as a collective process (Rogoff, 1994, Cole & Gajdamashko, 2009). We conceptualize the family home as an activity system (Engeström & Sannino, 2010) to pay attention to ways ideas are introduced and taken up, and the role of physical positioning for apprenticeship (Vossoughi, 2014).
Methods: This poster is a subset of data collected from a larger research project seeking to understand connected learning across contexts. We focused on one Latino, working class family comprised of four children, two parents, one grandparent and extended family in the local area. For this family, we collected over 20 hours of video data, 10 activity logs, 3 hours of interview data and 6 family surveys intended to capture perceptions regarding health, education, energy, and social media. Data reduction and analysis included the creation and analysis of content logs and analytic notes for family video and audio interviews as well as group discussions to understand practices across families in the larger study.
Results:
Fluidity of Learning
The fluidity of movement is comprised of both intergenerational and multi-directional learning. Intergenerational learning demonstrates the way learning moves across and within generations. We documented the way learning traveled: 1) from older to younger generations through the passing of traditional healing practices, or remedios, 2) from younger to older generations, through the inclusion of recycling practices and computer use, and 3) within same generation learning, through video game play. Although not linear, examining these practices allows us to see the flow of ideas. This fluidity across generations and multi-directionality underscores the importance designing spaces that seek to rupture traditional and binary roles of teacher and student (Gutierrez & Vossoughi, 2010; Rogoff, 1994).
Perspectives: Grounded in the notion that learning happens in and through everyday practices (Vygotsky, 1978), we shift our attention from individual learning to understanding and documenting learning as a collective process (Rogoff, 1994, Cole & Gajdamashko, 2009). We conceptualize the family home as an activity system (Engeström & Sannino, 2010) to pay attention to ways ideas are introduced and taken up, and the role of physical positioning for apprenticeship (Vossoughi, 2014).
Methods: This poster is a subset of data collected from a larger research project seeking to understand connected learning across contexts. We focused on one Latino, working class family comprised of four children, two parents, one grandparent and extended family in the local area. For this family, we collected over 20 hours of video data, 10 activity logs, 3 hours of interview data and 6 family surveys intended to capture perceptions regarding health, education, energy, and social media. Data reduction and analysis included the creation and analysis of content logs and analytic notes for family video and audio interviews as well as group discussions to understand practices across families in the larger study.
Results:
Fluidity of Learning
The fluidity of movement is comprised of both intergenerational and multi-directional learning. Intergenerational learning demonstrates the way learning moves across and within generations. We documented the way learning traveled: 1) from older to younger generations through the passing of traditional healing practices, or remedios, 2) from younger to older generations, through the inclusion of recycling practices and computer use, and 3) within same generation learning, through video game play. Although not linear, examining these practices allows us to see the flow of ideas. This fluidity across generations and multi-directionality underscores the importance designing spaces that seek to rupture traditional and binary roles of teacher and student (Gutierrez & Vossoughi, 2010; Rogoff, 1994).
Importance of Physical Positioning in Apprenticeship
Through an emerging analysis we document the way physical positioning was central in the apprenticeship of family practices for the two-year-old. We argue physical position potentially creates a strong foundation for a collaborative learning environment and the inclusion into adult practices. This observation highlights the need for intentional design of learning environments to also consider physical positioning and spaces as directly relevant to learning (Rogoff et al, 2003, Vossoughi, 2014)
Through an emerging analysis we document the way physical positioning was central in the apprenticeship of family practices for the two-year-old. We argue physical position potentially creates a strong foundation for a collaborative learning environment and the inclusion into adult practices. This observation highlights the need for intentional design of learning environments to also consider physical positioning and spaces as directly relevant to learning (Rogoff et al, 2003, Vossoughi, 2014)
Significance: Given that traditionally schools are grounded in White, middle-class norms (Rogoff, 2003; O’Connor & Penuel, 2010), we argue that understanding family dynamics of learning in nondominant households provides insight into pedagogical practices and ways of organizing classrooms that are more inclusive and foster expansive learning (Gutiérrez, 2008).
Emergent Questions:
•What practices encourage the fluidity of learning in same generation learning?
•What practices encourage the inclusion of learning from children to adults?
•What practices foster the inclusion of child-driven practices in the home?
•What is the role of physical positioning in the development of collective learning?
•What does physical positioning look like in collective practices?
References:
Cole, M., & Gajdamashko, N. (2009). Development in cultural-historical activity. In A. Sannino, H. Daniels, & K. D. Gutiérrez (Eds.), Learning and expanding with activity theory. New York, NY: Cambridge University.
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review doi: 10.1016/j.edurev.2009.12.002
Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2).
Gutiérrez, K. D. & Vossoughi, S. (2009). “Lifting off the ground to return anew”: Documenting and designing for equity and transformation through social design experiments. Journal of Teacher Education, 61(1-2), 100-117.
O’Connor, K., & Penuel, W. R. (2010). Introduction: Principles of a human science approach to learning. Yearbook of the National Society for the Study of Education, 108(1), 1-16.
Rogoff, B., Paradise, R., Arauz, R., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175-203.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind Culture Society, 1, 209-229.
Vossoughi, S. (October, 2014). Social analytic artifacts made concrete: A study of learning and political education. Mind, Culture and Activity: 353-373.
Emergent Questions:
•What practices encourage the fluidity of learning in same generation learning?
•What practices encourage the inclusion of learning from children to adults?
•What practices foster the inclusion of child-driven practices in the home?
•What is the role of physical positioning in the development of collective learning?
•What does physical positioning look like in collective practices?
References:
Cole, M., & Gajdamashko, N. (2009). Development in cultural-historical activity. In A. Sannino, H. Daniels, & K. D. Gutiérrez (Eds.), Learning and expanding with activity theory. New York, NY: Cambridge University.
Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review doi: 10.1016/j.edurev.2009.12.002
Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2).
Gutiérrez, K. D. & Vossoughi, S. (2009). “Lifting off the ground to return anew”: Documenting and designing for equity and transformation through social design experiments. Journal of Teacher Education, 61(1-2), 100-117.
O’Connor, K., & Penuel, W. R. (2010). Introduction: Principles of a human science approach to learning. Yearbook of the National Society for the Study of Education, 108(1), 1-16.
Rogoff, B., Paradise, R., Arauz, R., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual Review of Psychology, 54, 175-203.
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind Culture Society, 1, 209-229.
Vossoughi, S. (October, 2014). Social analytic artifacts made concrete: A study of learning and political education. Mind, Culture and Activity: 353-373.