Social analytic artifacts made concrete: A study of learning and political education

Shirin Vossoughi*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

27 Scopus citations

Abstract

In an educational setting designed for high-school-aged migrant students, social analytic artifacts-tools that deepen the collective analysis of social problems-were examined in relation to two questions: What kinds of artifacts were developed and emphasized in this setting? How and toward what ends did students use these artifacts? This article describes how students appropriated two artifacts-heteroglossic attunement and semantic sharpening-to engage in consequential forms of intellectual, social, and political work. Findings highlight (a) the pedagogical role of epistemic openness, (b) students perceptions of new problems and decisions to intervene, and (c) the development of solidarity across difference.

Original languageEnglish (US)
Pages (from-to)353-373
Number of pages21
JournalMind, Culture, and Activity
Volume21
Issue number4
DOIs
StatePublished - Oct 5 2014

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Language and Linguistics
  • Education
  • Developmental and Educational Psychology
  • Anthropology
  • Cognitive Neuroscience

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