New Materialities and Maker Paradigms in Schools
Chapter 9. History and Reconceptualized Objects
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HISTORY AND RECONCEPTUALIZED OBJECTS
This chapter tells a story about Amanda and her practice. She is the high school history and humanities teacher whose work has been discussed several times in the book. I selected her practice as the focus for this chapter because of the pedagogical moves I observed during observations in her classroom, during interviews, in casual conversations in the hallways, in faculty meetings, and from dozens of other impromptu interactions. To my mind, these moves reprised characteristics of the ethos or new culture of digital making, learning, and knowing as gathered in the framework-assemblage (Table 2), even though she did not use the tools and materials in the FabLabs or makerspaces. As such, she and her practice presented an opportunity to question the question that launched this study: Does learning to teach with the tools and materials in makerspaces and FabLabs change teaching? In this instance, teaching seemed to be changing, but the tools weren’t being used. This paradox invited closer exploration.
As in Chapter 8, the story constructed here follows narrative inquiry methodology that positions the writing process as interwoven with the writing product (Britzman, 1995; Chase, 2011; Richardson, 2000, 2002; Riessman, 2008). To be clear, the following is an interpretative and analytic construct derived from my experience, not a documentary report of phenomena out ← 187 | 188 → there. I recognize that describing the messy, decentered assemblages brought to presence by human and nonhuman actants is...
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