Moments of Pedagogical Feedback with Explanations: Interactional Foundations for Supporting Educational Dignity

This paper explores pedagogical design processes of educational dignity by analyzing data across three learning contexts and configurations-a facilitator and student in a museum-based tinkering environment, a professional choreographer and dancers in their dance studio, and two students in a high school history class-to show how moments of feedback with explanations can contribute to the process of coordination in joint activity, invite meaningful participation, and support educational dignity. In particular, we present three case studies to illustrate two primary findings: (1) through moments of feedback with explanations, participants invited one another to embody forms of meaningful participation, and (2) these invitations to engage in meaningful participation created a collective, educationally dignifying conceptual space in which activity was continued forward. These findings offer developing insights into the how and towards what ends of designing for educationally dignifying learning environments, contributing to discussions on the revisioning of equitable education systems.