Abstract

This paper argues that the terms through which we interpret and work to develop expansive pedagogical practices are overly constrained by the binary of adult-centered versus child-centered education. Analyzing ethnographic data developed over three years in a making/tinkering afterschool program serving Black, Latinx, and Asian American students (K-5), we explicate and imagine beyond this binary by (1) analyzing key forms of pedagogical talk, listening, and embodied assistance that supported generative forms of learning and relationality and defied categorization as either adult- or child-centered; and (2) theorizing joint activity as a pedagogical practice by historicizing and unmooring the work of critical education from the perpetual negation of Western, adult-centered models, thereby creating distinct grounds for specifying the role of direct assistance and its salience for questions of educational dignity and justice. Taken together, we argue for a more complex view of when and how direct teaching can support meaningful learning, and further delineate the relationships between such teaching and a broader ethos of joint, intergenerational activity.

摘要

本文认为，以成人为中心的教育与以儿童为中心的教育的二元关系过度限制了我们用来解释和开展发展广泛的教学实践的工作。分析在为黑人，拉丁裔和亚裔美国学生（K-5）制作/修补的课外活动中三年来发展的人种学数据，我们通过（1）分析教学语言，听力和具体的支持，支持学习和关系的生成形式，并反对以成人或儿童为中心的分类；（2）通过长期否定西方以成人为中心的模式来历史化和取消批判教育的工作，从而将联合活动理论化为一种教学实践，从而为指定直接援助的作用及其对教育尊严和正义问题的重视程度奠定了鲜明的基础。两者合计，我们认为更直接的观点是什么时候以及如何直接教学可以支持有意义的学习，并进一步描述这种教学与更广泛的联合，代际活动精神之间的关系。