ABSTRACT

Authored by a teacher-researcher design team, this manuscript explores the boundaries and processes of literacy research enacted across perilous timescales. Building from fieldnotes, reflections, and dialogue from a two and a half year social design-based experiment, this study extends scholarship focused on kinship and communities of practice. Through considering the boundaries of where and how critical research is enacted, this paper demonstrates the ethical imperatives for considering when collective research continues or ends. Considering a lineage of solidarity tied to new literacy studies, we examine the multiple activity systems occupied by our community members and explore the pedagogies of healing and reconstitution that emerged. These findings push for speculative approaches to design that center affect and analog interactions.

摘要

这份手稿由一个教师-研究人员设计团队撰写，探讨了跨越危险时间尺度的扫盲研究的边界和过程。这项研究以两年半的基于社会设计的实验的实地记录、反思和对话为基础，扩展了专注于亲属关系和实践社区的学术研究。通过考虑批判性研究的实施地点和方式的边界，本文展示了考虑集体研究何时继续或结束时的伦理要求。考虑到与新识字研究相关的团结血统，我们检查了社区成员所占据的多种活动系统，并探索了出现的治疗和重建教学法。这些发现推动了推测性的方法来设计中心影响和模拟交互。