Oral Presentation Session
Reviewed by: Council on Anthropology and Education
Of interest to: Practicing and Applied Anthropologists, Teachers of Anthropology in Community Colleges, Students
Primary Theme: Inclusivity
Secondary Theme: Borders
This panel aims to discuss the pathways for participation in activities across three different components: practices, settings, and participants. Taking on a sociocultural lens, this panel is interested in focusing on new participation in communities of practice (Lave and Wenger 1991, Wenger 1998) but also highlighting the settings of new participation and practices (Lefebvre 1991, Leander 2002). These settings include nurseries, schools, universities, afterschool programs, and even ethnographic accounts of multiple sites to capture the practices across multiple communities of practices and settings (Marcus 1995, Pierides 2010). New practices documented from our ethnographic work include reading, science, translingual communities of practice, and community/civic engagement. This panel seeks to parse out how these new practices emerged based on the affordance of the setting (Holland and Lave, 2009). The panel is shaped by this year’s theme of imagining the new ways we can include new participants. Thus, a second aim of this panel is to discuss how pathways to participation opened up for participants. Therefore, we discuss how to equitably include participants who are often put and left on the margins or entering new settings (Hand, Penuel, and Gutierrez 2013). New participants in this panel include Black girls, Muslim students, pre-service teachers, academics, and asylum seekers. Ultimately, the panel seeks to advance thinking about the participation of not just people, put people within practice afforded and constrained settings. Through this panel, we seek to document and understand ways to equally open opportunities for new participation for new participants.
Gobbo’s paper focuses on how children engage in the practices of reading books through nurseries and school libraries. The focus of the paper considers how books are used as cultural objects whose messages have in history been received first by collective listening and through a one-to-one relation with the books. Ricucci’s paper focuses on how asylum seekers and unaccompanied minors engage with coping strategies in the classroom to avoid exclusion and discrimination. Bruna’s paper documents how preservice teachers and summer camp students engage in practices of science: events, identities, and structures. Breed’s paper documents pathways of participation and identity construction enacted within a team of undergraduate research assistants doing video analysis of teaching and learning practices in a kindergarten classroom. Through the undergraduate’s participation in the research, interactional work and enactment of authority facilitated an acceleration in becoming a member. Cahnmann-Taylor’s paper focuses on translingual communities of practice; meaning any and all communicative practices that transgress singular codes, modalities, and/or human/nonhuman cultures. Abdulwahhab’s paper documents Muslim students engagement in various activities and social trajectories across multiple settings including on campus, off campus, and online. Henriquez Fernandez’s paper focuses on black girls and their participation in technology. Henriquez Fernandez investigates how Black Girls relate to technology, how they use technology for self-development, and how they see technology in relation to their future aspirations. Together, these papers will examine how new practices of new participants emerge from new and multiple settings and opening new ways of opening participation and new practices.