ABSTRACT

Meaningful participation (i.e., substantive involvement in socially vital activities) and educational dignity (i.e., the multifaceted sense of a person’s value generated via substantive intra- and inter-personal learning experiences that recognize and cultivate one’s mind, humanity, and potential) are vital and interrelated social phenomena. Conceptually, the two are salient for research related to learning and educational rights. Accordant with a cultural-historical framework, we have adopted and modified a social interactional methodological approach that allows us to set forth indicia of meaningful participation and educational dignity. To achieve these ends, we examine two information sources: 1) audio recordings of a 1962 voter registration workshop in the Southern United States; and 2) audio-video recordings of a college preparatory program for high school-age migrant students in California during the early 2000s called the Migrant Student Leadership Institute. Close examination of interactions in both spaces reveals the moment-to-moment unfolding of meaningful participation and educational dignity.

摘要

有意义的参与（即，实质性地参与社会重要活动）和教育尊严（即，通过承认和培养人的思想，人性和潜力的实质性人际和人际学习经验所产生的人的价值的多层面意义）至关重要以及相互关联的社会现象。从概念上讲，两者对于与学习权和教育权有关的研究非常重要。根据文化历史框架，我们采用并修改了一种社会互动方法论方法，使我们能够提出有意义的参与和教育尊严的标记。为了实现这些目的，我们研究了两个信息源：1）1962年在美国南部的一次选民注册讲习班的录音；（2）2000年代初期，针对加利福尼亚州高中年龄的移民学生的大学预科课程的录音录像带，称为移民学生领导力研究所。仔细检查这两个空间中的互动，可以发现有意义的参与和教育尊严从头到脚的展现。