Techno Vernacular Creativity And Innovation

A novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. The growing maker movement in education has become an integral part of both STEM and STEAM learning, tapping into the natural DIY inclinations of creative people as well as the educational power of inventing or making things. And yet African American, Latino/a American, and Indigenous people are underrepresented in maker culture and education. In this book, Nettrice Gaskins proposes a novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. Techno-vernacular creativity (TVC) connects technical literacy, equity, and culture, encompassing creative innovations produced by ethnic groups that are often overlooked. TVC uses three main modes of activity: reappropriation, remixing, and improvisation. Gaskins looks at each of the three modes in turn, guiding readers from research into practice. Drawing on real-world examples, she shows how TVC creates dynamic learning environments where underrepresented ethnic students feel that they belong. Students who remix computationally, for instance, have larger toolkits of computational skills with which to connect cultural practices to STEAM subjects; reappropriation offers a way to navigate cultural repertoires; improvisation is firmly rooted in cultural and creative practices. Finally, Gaskins explores an equity-oriented approach that makes a distinction between conventional or dominant pedagogical approaches and culturally relevant or responsive making methods and practices. She describes TVC habits of mind and suggests methods of instructions and projects.

A novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. The growing maker movement in education has become an integral part of both STEM and STEAM learning, tapping into the natural DIY inclinations of creative people as well as the educational power of inventing or making things. And yet African American, Latino/a American, and Indigenous people are underrepresented in maker culture and education. In this book, Nettrice Gaskins proposes a novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. Techno-vernacular creativity (TVC) connects technical literacy, equity, and culture, encompassing creative innovations produced by ethnic groups that are often overlooked. TVC uses three main modes of activity: reappropriation, remixing, and improvisation. Gaskins looks at each of the three modes in turn, guiding readers from research into practice. Drawing on real-world examples, she shows how TVC creates dynamic learning environments where underrepresented ethnic students feel that they belong. Students who remix computationally, for instance, have larger toolkits of computational skills with which to connect cultural practices to STEAM subjects; reappropriation offers a way to navigate cultural repertoires; improvisation is firmly rooted in cultural and creative practices. Finally, Gaskins explores an equity-oriented approach that makes a distinction between conventional or dominant pedagogical approaches and culturally relevant or responsive making methods and practices. She describes TVC habits of mind and suggests methods of instructions and projects.

The contributors to Captivating Technology examine how carceral technologies such as electronic ankle monitors and predictive-policing algorithms are being deployed to classify and coerce specific populations and whether these innovations can be appropriated and reimagined for more liberatory ends.

A comprehensive resource on what lockdown drills are, why they are necessary, and how best to conduct them. The first book to offer a comprehensive examination of lockdown drills in K–12 schools, Lockdown Drills balances research findings with practical applications and implications. Schildkraut and Nickerson, school safety experts with complementary backgrounds in criminology and school psychology, review the historical precedents for lockdown drills, distinguish school lockdowns from other emergency procedures (such as active shooter drills), explain why they are conducted, present evidence-based research on their effectiveness, and describe how to conduct them according to best practices. Proponents of lockdown drills as a life-saving necessity, the authors help to bring much-needed standardization to how these drills are studied and conducted. The authors present common arguments for and against the inclusion of lockdown drills in emergency preparedness efforts, balancing their discussion of the perceptions and psychological impacts of lockdown drills with scholarly research on the extent to which lockdown drills improve how effectively individuals respond to a potential threat. Placing lockdown drills in the larger context of school safety and preparedness, they examine the broader implications for policymakers. Finally, they emphasize that drills, of which lockdowns are only one type, are just a part of the complex school safety puzzle. Ensuring that schools are safe places for students and educators begins long before a crisis occurs and continues through the days, weeks, and years of recovery following a crisis.

A classic in the philosophy of education, considering the fundamental purpose and function of schools, translated into English for the first time. This classic 1971 work on the fundamental purpose and function of schools belongs on the same shelf as other landmark works of the era, including Ivan Illich's Deschooling Society, Paulo Freire's Pedagogy of the Oppressed, and John Holt's How Children Fail. Nils Christie's If School Didn't Exist, translated into English for the first time, departs from these works by not considering schooling (and deschooling) as much as schools and their specific community and social contexts. Christie argues that schools should be proving grounds for how to live together in society rather than assembly lines producing future citizens and employees.

Experts translate the latest findings on embodied cognition from neuroscience, psychology, and cognitive science to inform teaching and learning pedagogy. Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy. The contributors cover a range of content areas, explaining how the principles of embodied cognition can be applied in classroom settings. After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning. Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches. Contributors Dor Abrahamson, Martha W. Alibali, Petra A. Arndt, Lisa Aziz-Zadeh, Jo Boaler, Christiana Butera, Rachel S. Y. Chen,Charles P. Davis, Andrea Marquardt Donovan, Inge-Marie Eigsti, Virginia J. Flood, Jennifer M. B. Fugate, Arthur M. Glenberg, Ligia E. Gómez, Daniel D. Hutto, Karin H. James, Mina C. Johnson-Glenberg, Michael P. Kaschak, Markus Kiefer, Christina Krause, Sheila L. Macrine, Anne Mangen, Carmen Mayer, Amanda L. McGraw, Colleen Megowan-Romanowicz, Mitchell J. Nathan, Antti Pirhonen, Kelsey E. Schenck, Lawrence Shapiro, Anna Shvarts, Yue-Ting Siu,Sofia Tancredi, Chrystian Vieyra, Rebecca Vieyra, Candace Walkington, Christine Wilson-Mendenhall, Eiling Yee

Politicians, educators and business leaders often tell young people they will need to develop their creative skills to be ready for the new economy. Vast numbers of school leavers enrol in courses in media, communications, creative and performing arts, yet few will ever achieve the creative careers they aspire to. The big cities are filled with performers, designers, producers and writers who cannot make a living from their art/craft. They are told their creative skills are transferable but there is little available work outside retail, service and hospitality jobs. Actors can use their skills selling phone plans, insurance or advertising space from call centres, but usually do so reluctantly. Most people in the ‘creative industries’ work as low-paid employees or freelancers, or as unpaid interns. They put up with exploitation so that they can do what they love. The Creativity Hoax argues that in this individualistic and competitive environment, creative aspirants from poor and minority backgrounds are most vulnerable and precarious. Although governments in the West stress the importance of culture and knowledge in economic renewal, few invest in the support and infrastructure that would allow creative aspirants to make best use of their skills.

The future of the university as an open knowledge institution that institutionalizes diversity and contributes to a common resource of knowledge: a manifesto. In this book, a diverse group of authors—including open access pioneers, science communicators, scholars, researchers, and university administrators—offer a bold proposition: universities should become open knowledge institutions, acting with principles of openness at their center and working across boundaries and with broad communities to generate shared knowledge resources for the benefit of humanity. Calling on universities to adopt transparent protocols for the creation, use, and governance of these resources, the authors draw on cutting-edge theoretical work, offer real-world case studies, and outline ways to assess universities’ attempts to achieve openness. Digital technologies have already brought about dramatic changes in knowledge format and accessibility. The book describes further shifts that open knowledge institutions must make as they move away from closed processes for verifying expert knowledge and toward careful, mediated approaches to sharing it with wider publics. It examines these changes in terms of diversity, coordination, and communication; discusses policy principles that lay out paths for universities to become fully fledged open knowledge institutions; and suggests ways that openness can be introduced into existing rankings and metrics. Case studies—including Wikipedia, the Library Publishing Coalition, Creative Commons, and Open and Library Access—illustrate key processes.