Research on how learners' lived experiences, identities, and sociopolitical contexts shape learning with and through data is an emerging area of study. This study contributes to this growing body of work by examining how minoritized youth learn with data by enlivening it. Enlivening data foregrounds how young people integrate institutional datasets with embodied, emotional, historical, and community-generated forms of data to make data matter in their lives. Using an abductive analytic approach, we identify three interrelated data savvy processes through which youth enliven data: (1) transforming lived experiences into new forms of data, (2) integrating canonical data with embodied and felt knowledge, and (3) strategically recruiting more powerful stakeholders to legitimate and act upon these data. We argue that these processes expand notions of data justice by emphasizing the historical, embodied, and relational dimensions of datafication. Furthermore, we argue that across cases, youths' practices reveal a justice-oriented form of data savvy - an ethical, relational, and political orientation toward data that extends beyond technical competencies. The study advances theories of data learning by centering youths' brilliance as data thinkers and change agents who reconstitute and mobilize data toward more equitable and humanizing futures.
This article argues that centering dignity in analyses of mathematics classroom activity serves as a necessary rejoinder to histories of oppression, domination, and subjectification baked into US-based schooling and rife in school-based mathematics education. Defining dignity using Lloyd's definition of dignity as struggle against domination, I add a literature-based Framework for Axiomatic Dignity in Mathematics Learning as a heuristic for considering the practices, positions, and micro-enactments of dignity evidenced in one classroom. Situated in a year of ethnographic research in one mathematics classroom at a predominantly Latine-serving high school in California, this article examines how conditions of possibility for dignity might be organized into classroom life and how minoritized youth participate in micro-enactments of dignity in school mathematics spaces. Findings revealed that even in a classroom where instructional practices and local positions strongly aligned with storylines of students as community members, learners, and mathematical thinkers, students at times resisted or renegotiated classroom expectations, particularly if the mathematical thinker storyline might compromise one of the other two. This article contributes to the learning sciences and mathematics education to articulate dignity as a productive analytic lens and better understand what, where, and how dignity may exist in the school-based mathematics classroom.
The literature on historical empathy is clear about the importance of fostering students' engagement with historical figures' positionalities, though the nature of that engagement remains less settled. This descriptive qualitative study examined the proposition that deeper understanding of the convergences between inquirer positionality and historical empathy could reveal nuanced considerations for engagement and instruction. Participants included thirty preservice teachers in a secondary social studies methods course who completed an inquiry-based historical empathy experience focused on lived experiences during the Vietnam war. Operationalization and analysis of inquirer positionality was theoretically framed by John Dewey's pragmatic theory of transactional constructivism, while the conceptual framework for historical empathy employed the interrelated aspects of historical contextualization, perspective taking, and affective connections as an underlying structure that was bolstered by recent empirical findings and additive constructs from social empathy. Analysis revealed four overarching themes in participants' engagement in historical empathy and resultant historical understanding: 1) Identification & Self-Other Awareness; 2) Contextualized Historical Perspectivity & Affective Considerations; 3) Reflexive Historical Perspectivity & Affective Resonance; and 4) Affective Mentalization & Macro Self-Other Awareness. Discussion focuses on each theme's unique contribution to historical empathy, potential implications for instruction, and the consequences of historical empathy as an inquiry-based transactional experience.
We designed a professional learning series for science teachers to support their integration of computational practices into instruction, and to design equitable learning opportunities for students to engage in computation. During the professional learning series, we provided the teachers with two main resources to support their enactment of equitable computational pedagogies: computationally integrated (CI) tasks, and the Equity Quantified in Participation (EQUIP) tool. We also broadcasted a contextual discourse about the importance of equitable computational instruction, and infused this narrative into all professional learning sessions. Our goal for the contextual discourse was that it might shape teachers' personal vision of instruction (their critical pedagogical discourses). We describe two major assertions from the data analysis. First, the primary resources (CI tasks and EQUIP) focused teachers' attention on different kinds of instructional interactions with distinct topical themes for each resource. Second, each teacher's critical pedagogical discourses shaped how they recognized and used the primary resources, and we illustrate differences between teachers using contrasting cases.
