[Xmca-l] Re-generating CHAT: Interesting symposium on July 2, at 5 pm Central European Summer Time

[Antti Rajala]

Dear Xmca-folks

As many of you know there has been an important initiative
https://urldefense.com/v3/__https://re-generatingchat.com/__;!!Mih3wA!VYoFyxYTKwN8CIB1MZhFDTfVAXyZJ9IQR5KENrDlQT-8oxkbj7VIzpNmz4Ym99CJqL181A$  to critically revise and invigorate cultural
historical theory, sponsored among others by the Mind Culture and Activity
journal.

One outcome of this project is an online invited symposium to be held as
part of European Association of Research on Learning and Instruction
(EARLI) SIG conference on July 1-3, 2020. There is still room in the
conference and there is no fee for participation. There is also other
interesting program in the conference, see https://urldefense.com/v3/__https://earli.org/SIG10-21-25__;!!Mih3wA!VYoFyxYTKwN8CIB1MZhFDTfVAXyZJ9IQR5KENrDlQT-8oxkbj7VIzpNmz4Ym99CqJNA27w$ 

The Re-gen symposium is titled *Learning from Learners: Power, Resistance
and  Learners' Voices in an Era of Uncertainty. *See the info below. (The
symposium was originally accepted in the Cultural-historical SIG of AERA
2020 conference)

Please note that the deadline for registrations is already on June 15th. If
interested, you can register here:
https://urldefense.com/v3/__https://earli.org/SIG10-21-25*practical-info__;Iw!!Mih3wA!VYoFyxYTKwN8CIB1MZhFDTfVAXyZJ9IQR5KENrDlQT-8oxkbj7VIzpNmz4Ym99D39-oNmg$ 

Hope to see you there!

On behalf of the conference organizers and the symposium organizers,

Antti Rajala (Co-coordinator of EARLI SIG on Educational Theory)


*Learning from Learners: Power, Resistance and  Learners' Voices in an Era
of Uncertainty*
Organisers: Charles Underwood, University of California, Berkeley, United
States; Mara Mahmood, University of California Berkeley, United States;
Sophina ChoudryUniversity of Manchester, United Kingdom; Arturo Cortez,
University of Colorado, Boulder, United States; Alfredo Jornet, University
of Oslo, Department of Teacher Education and School Research, Spain; Antti
Rajala, University of Helsinki, Finland; Michael Bakal, University of
Berkeley, United States; M. Lisette Lopez, Univeristy of California,
Berkeley, United States; Kalonji Nzinga, University of Colorado at Boulder,
United States; José Ramón Lizárraga, University of Colorado, United
States; Mike Cole, University of California, San Diego, United States

Chairs: Mara Mahmood, University of California Berkeley, United States;
Charles Underwood, University of California, Berkeley, United States;
Kalonji Nzinga, University of Colorado at Boulder, United States

Discussants:  Angela Booker, University of California, San Diego, United
States; Anna Stetsenko, The Graduate Center of the City University of New
York, United States

Abstract

This symposium engages panelists and participants in the exploration and
re-conceptualization of “learners’ voices” from a cultural-historical
activity theory (CHAT) perspective that approaches education as a struggle
to overcome dominant paradigms that thwart learners’ development and agency
in the face of an uncertain future. As part of a larger effort to
re-generate CHAT, this symposium will articulate and elaborate the concept
of "learners’ voices" as a tool for guiding students, teachers,
researchers, activists, and policy-makers in re-orienting pedagogy to
cultivate their critical voices, empowering learners to become agentive
sociopolitical actors in charge of their own futures-in-the-making. The
concept of voice has been used in educational research, design and practice
for calling out and naming the hidden power relations in systems of
oppression and plays a role in learner-centered approaches (Corbett &
Wilson, 1995) culturally-relevant pedagogies (Ladson-Billings 1994; Lee,
2006), hybrid language education (Gutiérrez, 1999), and critical race
theories and pedagogies (Mensah, 2019).

Panelists reconceptualize voice as “learners’ voices” broadly to convey
agentive engagement in meaning making in the face of unequal power
relations. While the panelists work in different social contexts (see
presentation abstracts) all employ the concept of “learners’ voices” and
explore ways of encouraging multivoicedness, speaking truth to power, and
recognizing learners’ voices as an educational necessity in an uncertain
global context. The structure of the symposium encourages dialogue designed
to promote the collective co-construction and development of the concept of
"learners’ voices" as a critical tool for expanding our understanding of
teaching and learning.

Papers


*Participatory Design Research for Climate Resilience and Activism*
Michael Bakal, University of Berkeley, United States


*“Trump Would Just Get Sucked Into a Black Hole”: Youthful Digital
Imaginings of New Futures*
José Ramón Lizárraga, University of Colorado, United States; Arturo Cortez,
University of Colorado, Boulder, United States

*Contradictory Activities Leading to Differential Learning in a
Heterogeneous Mathematics Classroom*

Sophina Choudry, University of Manchester, United Kingdom

*“It’s Rigged!”: The Disruption That Reverberates When Youth Vocalize That
the System Is Fixed*

M. Lisette Lopez, Univeristy of California, Berkeley, United States;
Kalonji Nzinga, University of Colorado at Boulder, United States


*Learners’ Voices and the Transformation of Schooling Towards a Sustainable
Society*
Alfredo Jornet, University of Oslo, Department of Teacher Education and
School Research, Spain; Antti Rajala, University of Helsinki, Finland
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