TY - GEN
T1 - Exploring the dynamics and potentials of reimagining and engaging intergenerational learning
AU - Bang, Megan
AU - Booker, Angela
AU - Villanosa, Krystal
AU - Nolan, Charlene Montaño
AU - Peterson, Shawn
AU - Ramayon, Amanda
AU - Braun, Ashley
AU - Ortiz, Sara Marie
AU - Bell, Philip
AU - Pugh, Priya
AU - Sherry-Wagner, Jordan D.
AU - Meixi,
AU - Vossoughi, Shirin
AU - McDaid-Morgan, Nikki
AU - Bricker, Leah A.
AU - Bruce, Forrest
AU - Guerra, Mario
AU - Tzou, Carrie
AU - Starks, Elizabeth
N1 - Publisher Copyright:
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.
PY - 2020
Y1 - 2020
N2 - Intergenerational learning has been a feature of human communities since time immemorial. However, over socio-historic time we have created institutions that have shifted, disrupted, and transformed not only what is, or is not learned in intergenerational contexts but also how learning itself unfolds. This is particularly true in industrialized nation states in which mass schooling has become a central facet of childhood (e.g. Rogoff, 2003, Cole, 1998). Importantly, the disruption and transformation of intergenerational learning has not been happenstance or desired for all communities. Indeed, disrupting and preventing intergenerational learning (e.g. through family break up and child extraction) has been a key tool of domination across time. This symposium works to understand both the disruptions and reimaginings of the engagement of families and intergenerational learning dynamics with insights into the design of more effective learning environments that contribute to human thriving.
AB - Intergenerational learning has been a feature of human communities since time immemorial. However, over socio-historic time we have created institutions that have shifted, disrupted, and transformed not only what is, or is not learned in intergenerational contexts but also how learning itself unfolds. This is particularly true in industrialized nation states in which mass schooling has become a central facet of childhood (e.g. Rogoff, 2003, Cole, 1998). Importantly, the disruption and transformation of intergenerational learning has not been happenstance or desired for all communities. Indeed, disrupting and preventing intergenerational learning (e.g. through family break up and child extraction) has been a key tool of domination across time. This symposium works to understand both the disruptions and reimaginings of the engagement of families and intergenerational learning dynamics with insights into the design of more effective learning environments that contribute to human thriving.
KW - Community Co-Design
KW - Family Engagement
KW - Intergenerational Learning
KW - Learning Across the Lifecourse
UR - http://www.scopus.com/inward/record.url?scp=85102923408&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102923408&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85102923408
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 446
EP - 452
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Y2 - 19 June 2020 through 23 June 2020
ER -