Abstract

In community planning, the consequence of a failed or productive teaching and learning interaction could mean the preservation or destruction of someone’s house, a neighborhood school, a park, all of it. This article elucidates consistencies in how people collaborate across spatial epistemologies and power imbalances for making recommendations and decisions about communities. Holding two epistemic stances in tension—mobile and grid epistemologies—the article follows the arc of a design-based research study, beginning with ethnographic observations of participatory planning meetings, the findings from which informed the design of experimental teaching cases with youth. I focus on two vibrant and consequential instances of people walking others through a storyline of their home communities that moves in and out of epistemic commensurability. Building upon findings from interaction and multi-modal analyses, I argue that consequential learning occurred when people enacted relational attunement in which new spatial imaginaries of a community came into view and were informed by both mobile and grid epistemologies. This article serves as one instance of finding, analyzing, and designing for moments where the roles of “teaching” and “learning” are under negotiation or unknown, and how people engage with one another in politically charged and tenuous interactions.

摘要

在社区规划中，失败的或富有成效的教与学互动的后果可能意味着对某人的房屋，一所社区学校，一处公园的保护或破坏。本文阐明了人们如何跨空间认识论和权力失衡进行协作以就社区提出建议和决策时的一致性。本文以移动和网格认识论为张力，坚持两种认识论立场：本文遵循基于设计的研究，从参与计划会议的人种学观察开始，这些发现为青年实验教学案例的设计提供了依据。我关注两个充满活力和后果的例子，人们沿着别人的故事情节走入别人的故事情节，这些故事情节移入和移出认知可比性。关系调和，一种新的社区空间假想出现在社区中，并受到移动和网格认识论的启发。本文是寻找，分析和设计“教学”和“学习”角色的谈判或未知的时刻，以及人们如何在政治上紧张而脆弱的互动中互动的一个实例。