ABSTRACT

Background

Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive.

Methods

Semi-structured interviews and fieldnotes of mentors in a U.S. public library makerspace were taken over six weeks (n = 12). The mentors were predominantly white and all were professional artists/creatives; teen patrons were predominantly racially minoritized.

Findings

Three recurring pedagogical moves surfaced through the interplay of prolepsis and telos as an interpretive lens. We identify how mentor history/memory and future imaginings of youth as adult creatives—both of which intersect with ideologies of race and class—shape their mediation of learning.

Contributions

1) Documentation of specific pedagogical moves that extend efforts to name the work of mentors; 2) Presentation of prolepsis and telos as a lens to recover the power of imagination in pedagogy; and 3) Extension of how prolepsis is used to the study human learning and development by bringing it in contact with the study of ideologies among educators.

中文翻译：

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Prolepsis & telos：在青年学习的中介中解释教育学并恢复想象力

摘要

背景

创客空间正在美国公立学校和图书馆中激增。然而，很少有研究对导师的教学行为进行实地考察，而涉及其中的种族和阶级意识形态的研究也更少。如果没有这一点，为少数族裔青年提供广泛学习的教育学或设计原则将仍然难以捉摸。

方法

对美国公共图书馆创客空间的导师进行了为期六周的半结构化访谈和现场笔记（n = 12）。导师主要是白人，都是专业艺术家/创意人员；青少年顾客主要是少数种族。

发现

通过作为解释镜头的预想和目的的相互作用，出现了三个反复出现的教学动作。我们确定了青年作为成人创意者的历史/记忆和未来想象的导师——两者都与种族和阶级意识形态相交叉——如何塑造他们的学习中介。

贡献

1) 记录具体的教学举措，以扩大对导师工作的命名；2）将prolepsis和telos作为一个镜头来呈现，以恢复教育学中的想象力；3）通过将预知与教育工作者的意识形态研究联系起来，将其用于研究人类学习和发展。