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Abstract Title: Cultural variations in epistemological orientations: Impacts on knowledge, meanings, and reasoning about the natural world
Abstract: Increasingly, learning scholars have focused on how race, culture and class have been used to define deficit-oriented discourses about students from non-dominant communities understandings, thinking, experiences, and language use (e.g., what comprises an effective explanation or convincing data; what "smart" looks and sounds like) and restrict the intellectual opportunities these youth have to learn in school (e.g. Lee, 2009; Gutierrez et. al, 2009; Barton & Tan, 2008). We have sought to understand how these issues place epistemological demands on Indigenous students, specifically in thinking and sense-making about the natural world towards the goal of creating more affective learning environments. Through a micro-analysis of two contexts, one an informal interaction between a child and their parent, and one in a learning environment, I explore how relational epistemologies, and variations in causality and inference are embedded in these issues and raise questions and possibilities in the design of learning environments.
Abstract Type: Plenary

Author/Organizer Information

Primary Contact: Megan Bang
University of Washington
322E Miller Hall
Seattle, WA 98195
Phone: 206-616-8977

Invited Presentation

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