70236 Views
  1. Barbara Rogoff
  2. https://people.ucsc.edu/~brogoff/
  3. UCSC Foundation Distinguished Professor of Psychology
  4. Presenter’s NSFRESOURCECENTERS
  5. University of California Santa Cruz
  1. Itzel Aceves-Azuara
  2. Graduate student
  3. Presenter’s NSFRESOURCECENTERS
  4. University of California Santa Cruz
  1. A'Lester Allen
  2. Graduate Student
  3. Presenter’s NSFRESOURCECENTERS
  4. University of California Santa Cruz
  1. Gloriana Lopez
  2. Graduate Student in Social Psychology
  3. Presenter’s NSFRESOURCECENTERS
  4. University of California Santa Cruz
  1. Dustin Palea
  2. http://dustinpalea.com
  3. PhD Student
  4. Presenter’s NSFRESOURCECENTERS
  5. University of California Santa Cruz
  1. Samuel Severance
  2. https://education.ucsc.edu/people/faculty.php?uid=sseveran
  3. Assistant Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. University of California Santa Cruz
  1. Joshua Smith
  2. https://www.joshuagsmith.com
  3. PhD Candidate
  4. Presenter’s NSFRESOURCECENTERS
  5. University of California Santa Cruz
Public
Choice

Learning through Observing and Pitching In

NSF Awards: 0837898

2021 (see original presentation & discussion)

Grades K-6, Grades 6-8, Grades 9-12, Undergraduate, Graduate, Adult learners, Informal / multi-age, All Age Groups

Contributing to a community is a powerful purpose for deepening understanding.  Learning in order to benefit a community is a common purpose for learning in some Mexican-, Indigenous-, and other communities underserved in schools and universities.  People from communities that emphasize being community-minded often also show strengths in aligning with a group and fluidly collaborating.  Learning with the purpose of contributing to the benefit of a group can be leveraged to create more equitable learning situations.  It can help people -- especially those who are community-minded --persevere and excel in the face of challenges.

This video has had approximately 36,514 visits by 35,095 visitors from 2,158 unique locations. It has been played 2,336 times.
activity map thumbnail Click to See Activity Worldwide
Map reflects activity with this presentation from the 2021 STEM For All Video Showcase website, as well as the STEM For All Multiplex website.
Based on periodically updated Google Analytics data. This is intended to show usage trends but may not capture all activity from every visitor.
show more
Discussion from the 2021 STEM For All Video Showcase (110 posts)
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 10, 2021 | 04:58 p.m.

    Thank you for viewing our video!  We are interested in knowing about your experience and your speculations:

    Do you have related observations of the importance of having a purpose for learning, especially among people from Latinx, Indigenous, and Black communities? 

    Do you have ideas of what skills are involved in learning with a purpose of contributing to a community?  Such as aligning with a group and fluidly collaborating?  What else?

    What do you think it takes to be community-minded?

  • Small default profile

    janet cundall

    Informal Educator
    May 14, 2021 | 08:53 a.m.

    here in Jinja Uganda at the source of the Nile River, we need learning with a purpose of caring for the natural environment so as to protect Lake Victoria that feeds into the Nile River just a few metres from our home.  Girls4Climate, SKILLS and BusainoFruits.com are collaborating to bring experience of agro-ecological methods of farming with over 1,000 smallholder farmers to the wider community.  To encourage youth engagement we need to use modern technology such as social media, youth video making, radio etc

     

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 14, 2021 | 05:48 p.m.

    Thank you Janet for telling us about this work.  In many communities, uniting around caring for the natural environment seems to be an important purpose for learning for many people!  

    I wonder if other folks involved in school or out-of-school projects focused on caring for the natural environment might tell us about the importance of learning with this purpose in your work?

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 14, 2021 | 05:52 p.m.

    Also, given the movement of children's learning to the home environment during the covid time -- Do those of you who are parents have some observations about the role of contributing to something bigger, for your children's motivation to learn?

  • May 18, 2021 | 06:36 p.m.

    One may argue that learning communities are specific types of communities. We often include questions about learning communities in our evaluation efforts.  Do you feel like you are a member of a learning community? Which learning communities do you belong to?  How important is being a member of a learning community?  How important is being a member of a learning community to x goal?  Not surprising, if these questions are asked in a focus group setting, the answers of the first several individuals will drive the remaining answers.   For example if the first respondent answers that  they are part of the mathematics learning community, folks will be more likely to answer with a subject based community but if the first respondent answers that they are part of the Black learning community, folks will be more likely to answer with an demographically based identity community. 

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 10, 2021 | 04:59 p.m.

    Also -- Do you have suggestions on how formal and informal learning settings can design learning situations to include a purpose for learning, especially a purpose that benefits a community?

  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 12, 2021 | 05:23 p.m.

    Qué crees que se necesita para tener una mentalidad comunitaria? ¿Cómo podemos ayudar a los niños a que aprendan el valor de la participación en las actividades de la familia y la comunidad?

    ¿Tienes observaciones relacionadas con la importancia de tener un propósito de aprendizaje, especialmente entre personas de comunidades mexicanas, latinx, indígenas y afroamericanas?

     ¿Qué habilidades crees que están involucradas en el aprendizaje con propósito y la contribución a la comunidad? ¿Cómo alinearse con un grupo y colaborar con fluidez? ¿Algunas otras observaciones?
    Maestros, ¿Tienen sugerencias sobre cómo diseñar situaciones de aprendizaje para incluir un propósito de aprendizaje, especialmente un propósito que beneficie a una comunidad?

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 12, 2021 | 05:35 p.m.

    Gracias por incluir unas preguntas de nuestro equipo en español, Itzel!

    Thanks, Itzel for expanding the questions in Spanish!  

    We will be trying to bridge between Spanish and English so that people who are more comfortable in one language or another can follow the gist.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 10, 2021 | 09:18 p.m.

    Questions and comments in Spanish are also very welcome!

    Last year, our discussion was bilingual, and the discussion was as interesting as the video itself.  A number of members of our team are bilingual, and we will try to bring some of the interesting ideas that are in one language into the other language so that everyone can follow the threads. Thanks for helping make this happen!

     
    1
    Discussion is closed. Upvoting is no longer available

    Itzel Aceves-Azuara
  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 12, 2021 | 01:11 a.m.

    Invitamos a toda la comunidad de investigadores, profesores, amigos y familiares de habla hispana a incorporar sus preguntas en español para que podamos ampliar la conversación. Muchos de nosotros nos sentimos mas cómodos expresando las experiencias de nuestras familias y comunidades en nuestro propio idioma. Te invitamos a que nos compartas tus reflexiones y vivencias. Muchas gracias por colaborar en este tema y ayudarnos a ampliar esta importante forma de conocimiento comunitario.

  • Small default profile

    Erika Caizero

    Researcher
    May 17, 2021 | 08:56 p.m.

    Hola Itzel!, me parece un excelente video para hacer ver al público general y a los estudiantes una de las facetas del LOPI. Me interesa mucho porque justamente quisiera saber qué ha sucedido en esta época después de la llegada del COVID qué o cómo se adaptan estos aprendizajes con propósito en el contexto de espera de refugio -en albergues- y en familias cuyos procesos migratorios forman parte de sus vidas. Las restricciones de las autoridades y la saturación de algunos sitios de albergue han hecho que la crianza sea comunitaria, que el propósito del aprendizaje se difumine incluso y que se centre en solo disminuir la angustia de la espera.  En recientes observaciones que he empezado a hacer en un albergue noté en algunos niños y adolescentes que suelen participar de conversaciones de manera espontánea contando sus historias para contribuir en "tener un caso fuerte para el asilo de su familia" , asi me pregunté al observar esto si la participaciòn responda a intereses personales o comunitarios y qué otras actividades harán la diferencia. Estoy ansiosa por poner a prueba en estas poblaciones y con estas condiciones de movilidad los hallazgos de ustedes. 

  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 18, 2021 | 02:20 a.m.

    Erika, 

    Muchas gracias por compartir tus observaciones en los albergues fronterizos. Es maravilloso escuchar que los niños aprendan como su aporte puede marcar la diferencia en su situación migratoria. Aunque en una situación complicada, aprenden sobre leyes sumamente complejas que yo como adulta aun no logro entender. Estamos al pendiente de los resultados de tu investigación.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 10:14 a.m.

    To bridge this conversation to English -- Erika commented that at the shelters near the US border, crowding has contributed to the interactions of families encompassing the broader refuge community, and children often take part in the conversations.  They recount their experience to contribute to 'having a strong case for asylum for their family.'  Erika added that she is eager to apply our findings to this population.  Itzel added that the children and youth learn complex laws that are not easy even for adults.

  • Icon for: George Hein

    George Hein

    Facilitator
    Professor Emeritus
    May 11, 2021 | 08:37 a.m.

    Hi Barbara, It's a;ways nice to see your interesting research. There's considerable discussion in the museum world these days concerning the fact that on the whole museum exhibits are usually designed to attract single visitors although most visits to museums are made by social groups.Have you written anything that would provide guidance specifically to the informal sector?

     
    1
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 11, 2021 | 07:07 p.m.

    Hi George, Good to see you here!  Your question is important.  I think that the upshot of our research is that for museums to be more welcoming and interesting to people from some underserved backgrounds, it will be important for them to recognize the attractiveness for many people of working/playing together with others.  

    In my view, the best guidance on this comes from Sally Duensing's articles about her work helping museums around the world to adapt Exploratorium exhibits to serve groups in countries where people are often interested in sociable exploration of exhibits rather than just solo exploration.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 11, 2021 | 07:21 p.m.

    Also, in terms of our writings that might provide some guidance regarding social aspects of learning and exploration for the informal sector, here is a paper that may be of interest --

    Rogoff, B., Callanan, M., Gutiérrez, K.D., & Erickson, F. (2016). The organization of informal learning. Review of Research in Education, 40, 356-401. 

  • Icon for: Aline Ball

    Aline Ball

    Researcher
    May 11, 2021 | 09:53 a.m.

    I absolutely love your video and it is such an important topic! 

    Great to see a movement towards changing this culture of teaching and learning for individual purposes.   Well done!
  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 11, 2021 | 01:24 p.m.

    Hi Aline, 

    thank you for your comment.

    I wanted to clarify that we are interested in changing the culture of teaching and learning, but not necessarily towards making it fit individual purposes. Our argument is that underrepresented students' purpose is often tied to their community and that it is important that the culture of education recognize this and find ways to incorporate this strength to better serve these students. It does sound like we are advocating for an education model that fits individuals, but at the core of our argument is allowing these students to bring and incorporate their communities into their learning experience. 

  • May 11, 2021 | 09:58 a.m.

    I really love the focus on 'community mindedness', especially as a way of understanding the support of and motivation for shaping more equitable versions of science learning. 

  • Icon for: Samuel Severance

    Samuel Severance

    Co-Presenter
    Assistant Professor
    May 11, 2021 | 02:43 p.m.

    Thank you for the comments, Todd!

    Yes, so many of us (like yourself!) have been working and thinking hard about how to tackle issues of making learning more equitable and inclusive. We feel bringing a focus to the purposes learners and their communities orient towards as a strength for learning is a powerful frame with a lot of utility. For example, this framework we've developed together is something that I'm using as an analytical lens to understand and explain students' experiences within a large-scale citizen science project (presenting on this at the ISLS conference). I also think "learning with purpose" has great potential as a design principle for developing STEM learning opportunities as we all go about doing design work with communities, schools, organizations, etc. -- it's a rich perspective to design around/towards.

    I'm curious to hear more of your thoughts about how you (or others readings this) see this frame as supporting science learning, where you see overlaps with your own work!

     
    1
    Discussion is closed. Upvoting is no longer available

    Todd Campbell
  • May 11, 2021 | 10:26 p.m.

    Thanks for sharing Sam! Love the notion of focusing on purposes of pursuits (thinking of activity theory and the subject-object dialectic driving activity) and centering communities, especially in ways that help us recognize and desettle western only community perspectives. 

  • Icon for: Samuel Severance

    Samuel Severance

    Co-Presenter
    Assistant Professor
    May 12, 2021 | 05:15 p.m.

    Yes! Absolutely great insight for how activity theory can serve as a useful lens for thinking about purpose in relation to a shared collective object (for those not steeped in the language of activity theory or CHAT, an "object" is essentially the objective/goal of activity). In fact, we've discussed in our group how Leontiev's notion of activity theory in particular is useful for our framework. From the ISLS paper:

    "To conceptualize how students can collectively engage in learning with purpose over time and at various levels (see Smith, 2020), this framework draws on Leontiev’s (1978) notion of the structure of activity: learning with purpose requires students always move towards the motive of their activity (e.g., protect our ecosystem) through smaller actions and goals (e.g., find patterns with species) and yet smaller operations (e.g., writing notes)."

    Also here's a flash talk by Josh on the subject: https://youtu.be/V3s4QEasB5k?t=132

  • Icon for: Amy Alznauer

    Amy Alznauer

    Facilitator
    Lecturer
    May 11, 2021 | 10:38 a.m.

    This is a beautiful and deeply important project. As an educator and as I mother, I am absolutely sold on the principles of this project: that learning embedded in the context of family and community is often more powerful and even more understandable than learning in the abstract. To me there are a couple reasons this is true: 1.) In the context of community, children are being naturally mentored by older children, by parents, by other folks whom they know and trust. They have a natural desire to be able to do the things these role models in their life are able to do. 2.) When a concept or skill is presented in a natural environment, there is a natural approach to learning it. You can see before your eyes what works and doesn't work. The learning process is therefore self-corrective. 

    But I am now fascinated by the idea that this type of learning promotes fluid collaboration. I wonder if you could say a little more about that? Collaboration is so often a goal of educations but a hated experience in school. Students complain ceaselessly about group projects and yet it remains a shining ideal. Here you have seen collaboration not only working but arising naturally and to great effect. 

    The questions you asked in your post above seem key: 

    Do you have ideas of what skills are involved in learning with a purpose of contributing to a community?  Such as aligning with a group and fluidly collaborating?  What else?

    What do you think it takes to be community-minded?

    I'd love to hear more discussion on all of this!

     
    1
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 11, 2021 | 10:57 a.m.

    Hi Amy,  Thanks for your comments on the video!  I appreciate your first point, that in the context of community, children are mentored by children and parents and others that they know and trust.

    However, I don't think this is 'natural' -- there are important cultural differences in how communities include children in everyday activities.   In last year's NSF video, our team showed important cultural differences in whether children are seen as contributors from the start (in many Indigenous-heritage communities of Mexico, Guatemala, and elsewhere) or whether young children are regarded as getting in the way and excluded from contributing to many family/community endeavors (in many communities with extensive Western schooling).  You can see that 3-minute video at https://videohall.com/p/1676

    Barbara

     
    1
    Discussion is closed. Upvoting is no longer available

    Amy Alznauer
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 11, 2021 | 11:02 a.m.

    Your question about how community-mindedness is connected with fluid collaboration seems to be based in the ways that families and communities include and engage with small children -- seeing them as contributors to shared endeavors or getting in the way of efficiently completing tasks.  This can also be seen in our 2020 video at https://videohall.com/p/1676.  

    Some of the cultural differences in sophisticated fluid collaboration are shown in our earlier 3-minute videos in prior NSF Video Showcases.  They help fill out the cultural picture of children's collaboration, initiative, helpfulness, alertness to what is going on around them.  Here are links:

    2019: Impressive ways that Mexican-heritage children collaborated in a planning task and programming a computer game.

    2018: The spontaneous helpfulness and initiative shown by Mexican-heritage children, especially from families with Indigenous background.

    2017: The sophisticated collaboration of many Mexican-heritage and Indigenous children of the Americas.

    2016: Attentional strengths for learning among Indigenous and Mexican-heritage children - being alert to surrounding events.

     
    2
    Discussion is closed. Upvoting is no longer available

    Amy Alznauer
    Todd Campbell
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 11, 2021 | 11:04 a.m.

    I'd love to hear your thoughts on how this all fits together, for children to become community-minded and skilled in aligning with a group in fluid collaboration!

    Other folks too?  What observations have you made of these processes?  Whether they fit with our conclusions or not....

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 10:26 a.m.

    Amy, your point that in the context of community, children are mentored by older children, by parents, by other folks whom they know and trust, and have a desire to be able to do the things these role models in their life are able to do -- This observation is central to the example that is given below by Elisa García about tiny children helping to fetch water during water scarcity in Guadalajara.  

    She asked a mother about this, and the mother said that her little one knows that there is a problem situation, by being around family conversation, and knows that everyone 'normally' helps with everything. So 'of course' the child helps out, feels responsibility, and wants to do the same as his siblings and other little children.  How to describe this?  You referred to this helping and learning as 'natural' and I responded that it isn't nature, it's culture.  But there isn't another easy way to refer to it.  The child has picked up on the expectation that everyone helps, based on what everyone else is doing.

    I think it shows the power of expectations and example, which in the case of parts of Mexico is also carried in a cultural value of being acomedido, being alert to what is going on and helping out without being asked.

  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 11, 2021 | 01:18 p.m.

    Hi Amy, 

    Thank you for your comment and your observation. 

    I wanted to expand on your point about community/context learning and the benefits of involving kids early on in essential activities community might engage in their every day lives. This particular video proposes that raising kids who are regularly engaged in community activities can have an impact in their academic endeavors, particularly at the University level. We argue that students from underrepresented backgrounds come to University settings with a purpose, which is to learn skills that can serve to help and transform their communities of origin. For me, community is broadly defined as family, extended family, but also social groups like a Latinx community, or the LGBTQ community.

  • Icon for: Graciela Solis

    Graciela Solis

    Researcher
    May 11, 2021 | 03:20 p.m.

    Thanks so much for another great video and truly important work Barbara and team.

  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 11, 2021 | 10:07 p.m.

    Thank you for watching and supporting our video!

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 12, 2021 | 03:51 a.m.

    Hi Graciela!  Thank you!

  • Icon for: Ari Hock

    Ari Hock

    Graduate Student
    May 11, 2021 | 06:18 p.m.

    I especially appreciate the footage in this video that demonstrates young people pitching in and learning with a purpose. I'm interested in learning a little more about this framework, and how it can be applied to designing learning environments.

    The orientation towards community goals reminds me of Moving Up without Losing your Way, a book by the philosopher Jennifer Morton. She coins the term "strivers" to describe people who seek upward SES mobility through education, and then argues that these strivers face unique ethical costs as they are forced to make tradeoffs between personal attainment and involvement with their communities.

     
    1
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 12, 2021 | 01:05 a.m.

    How interesting, Ari! The challenge is to transform academic spaces into places with purpose. That way, students from underserved backgrounds would not need to choose between participating in the practices that come when incorporating on self into higher education and what they do at home. Students could be building bridges between academia and people in their own cultural communities.

    One way that people in Indigenous communities of the Americas have been successful at promoting these learning environments is by including young children in daily community life. Segregation of children into mature activities limits opportunities for learning and contributing to real-world situations. In many highly schooled communities, there is too much emphasis on “preparation for life” during childhood because children are “the future of the world” rather than seeing children as skillful contributors in the present.

     

  • Icon for: Ari Hock

    Ari Hock

    Graduate Student
    May 12, 2021 | 03:00 p.m.

    I totally agree. Thanks for your comment, Itzel. It reminds me of some of the major themes in The Cultural Nature of Human Development. Adapting schools and education systems to become more family- and community-oriented is important, often challenging work.

     
    1
    Discussion is closed. Upvoting is no longer available

    Itzel Aceves-Azuara
  • Icon for: Samuel Severance

    Samuel Severance

    Co-Presenter
    Assistant Professor
    May 12, 2021 | 04:59 p.m.

    Thanks for your comments, Ari!

    Building on what Itzel said, this framework really brings into relief the need to rethink how we go about our design work to create opportunities (particularly from an equity standpoint) for learners in places like schools. Developing actual, tangible learning materials and opportunities that can work within a classroom, for example, will require making specific commitments simply due to constraints like limited resources and time. It would be disheartening to invest significant effort in what designers thought was an effective community context, only for it to not resonate with learners as much as it could have (I've been in this situation -- paper forthcoming!).

    To navigate this challenge and better orient designs towards the purposes our learners orient towards, we can look to collaborative design processes that move away from a traditional researcher-as-the-expert model and instead where researchers actively seek to work with people in the community and privilege their expertise: what contexts would prove compelling, how to structure the opportunity so that learners actually have agency to contribute meaningfully?

    I've only begun to incorporate Learning with Purpose into my design work in science education. We're all still figuring out how to do this work more effectively, but someone who has been doing great design work along these lines that would be worth looking at is Megan Bang and company from Northwestern. Here is a great piece: http://doi.org/10.1080/10749039.2015.1087572

  • Icon for: Amy Alznauer

    Amy Alznauer

    Facilitator
    Lecturer
    May 11, 2021 | 09:24 p.m.

     Thank you, Barbara, for your excellent point about community mindedness and collaboration not necessarily being natural. You absolutely right. Children are so often intentionally excluded from "adult" work and activities. I've known families who even refuse to have their children at the main dinner table. And often children are left to play or do whatever while the parents clean, organize, prepare, garden, etc. I think I was using the word natural almost as a normative word, trying to suggest that developing community mindedness and collaborative skill is somehow better than the more intergenerational alienation that is often present, as you said in, Western culture and schooling. 

    You asked how this fits together, how community mindedness translates into collaborative skill that can then be effective in higher education. I am the one learning from you on this, but just to contribute here, let me offer an example from my own experience. I once taught a course at the University of Illinois (UIUC) called the Merit Workshop that largely served students from under-represented groups (about 60% Black, 35% Latinx, and 5% white students). It replaced the standard two-hour calculus recitation section with a six-hour workshop that was almost entirely based on collaborative learning. As the instructor, I mostly facilitated student work, continually redirecting student questions to their peers. The students became each other's teachers, mentors, and friends. But it was the Black and Latinx students that truly thrived in this environment. I remember in particular the atmosphere in the room before an exam. The Black and Latinx students excelled at collaborative work and had developed elaborate, beautiful ways to cope with stress. As we waited for the students to leave the workshop and head to their large lecture room for the test, the students spontaneously developed a rap about calculus and the upcoming test. They were clapping, dancing, rapping, and laughing. Needless to say, out of a 300-person large lecture course (majority white), the top ten scores on the exam were earned by Black and Latinx students from this class.

    It never occurred to me until now, until witnessing your program, that some of these students might have been primed through family and community-mindedness, to really thrive in a collaborative setting. As I mentioned above, many students in the traditional Western classroom balk at collaborative work. 

    Gloriana, I really appreciated this comment, too: "For me, community is broadly defined as family, extended family, but also social groups like a Latinx community, or the LGBTQ community." And this makes me wonder if all community fosters community-mindedness (or said another way, can a group of connected people not truly be called a community unless they foster community-mindedness)? My parents-in-law are both Deaf, and the ease with which they create and connect with Deaf communities wherever they are (a new city, even another country) is quite incredible. 

    I am just fascinated by your research, and I urge others to dip into some of the other fascinating links Barbara listed above.

     
    1
    Discussion is closed. Upvoting is no longer available

    Itzel Aceves-Azuara
  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 12, 2021 | 05:18 p.m.

    Hi again Amy, 

    Your observation of your parents-in-law is really interesting! I would agree with you and say that not all communities foster community-mindedness. What is particularly unique to the deaf and lgbtq communities, is the need to come together to overcome barriers and adversity. Deaf and LGBTQ individuals rely on their communities for social support, validation, and to learn how to overcome challenges. So I think that sharing a struggle and having a common goal is what promotes "community-mindedness" for individuals in these communities.

     
    2
    Discussion is closed. Upvoting is no longer available

    Amy Alznauer
    Barbara Rogoff
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 12, 2021 | 05:43 p.m.

    Such an important point, Gloriana!  I don't know of research related to your speculation here.  Do you know of any?  Or other folks reading this -- any thoughts? This is really worth pursuing.

     
    1
    Discussion is closed. Upvoting is no longer available

    Amy Alznauer
  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 18, 2021 | 02:37 a.m.

    Literature on LGBTQ activism has shown that LGBTQ people are more likely to be activists than straight individuals, and that the activism they engage is to promote better the treatment of the LGBTQ community. That's the closest literature I can think of. 

    The way I see LOPI playing a role in my research is to study the vast amount of informal learning minoritized individuals have to engage in to reach a positive identity. For example, the psychological work to reach a positive identity for queer men and women is directly tied to having access to an LGBTQ community they can learn from.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 05:35 p.m.

    Interesting, Gloriana!  Also it may make a difference that minoritized people's reputation is tied up with how others from their group act; it reflects on them.  Which is seldom the case for the dominant group, who may think of themselves as individuals rather than member of their ethnic/racial/etc identity group -- but who don't have this impetus to learn community-minded attitudes and skills.

  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 12, 2021 | 12:50 a.m.

    Hi Amy, 

    Earlier, you were addressing the topic of fluid collaboration and learning with purpose. 

    It seems that when people understand why is it that their contributions are needed, participation and interactions are more fluid. People contribute because their participation makes sense, and it also makes a difference. It has a real impact on their communities.  

    It is very different to contribute on your own initiative than because “you are told to do so”, or because you will get a “grade”. People fluidly coordinate their efforts because the main goal is to get things done.

    In a paper with Andy Dayton and Barbara Rogoff, we argue that community harmony is the goal for many Indigenous groups in the Americas. 

    There are community values that fit this type of engagements. One is the value of being acomedido or helping without being asked on your own initiative. In many Indigenous heritage communities of the Americas, including many Mexican families, it is important for people to contribute to the goals of the group and blend in with the group’s ongoing efforts.

    The other one is the value of respeto, or moving towards the direction of the group. Respeto and collaboration go hand to hand. Previous studies find a strong connection of these values with skillful fluid collaboration noting that in communities where there is an emphasis on being a keen attentive observer and contributor to ongoing events, fluid interactions are normal and expected.

     

     
    1
    Discussion is closed. Upvoting is no longer available

    Amy Alznauer
  • Small default profile

    Elisa García

    K-12 Administrator
    May 13, 2021 | 08:11 p.m.

    Hola @Itzel Aceves y @Barbara Rogof:

    Desde mi experiencia en la coordinación académica en Guadalajara, Jalisco México con alumnos desde jardín de niños hasta preparatoria, me he percatado que cuando los alumnos identifican que lo que aprenden tiene sentido los alumnos se involucran hasta conseguir soluciones reales y la colaboración fluye. Se enfocan en lo que saben, en lo que les falta saber, generar ideas para resolver problemas, reúnen información, presentan soluciones y de repente se encuentran ante otras dificultades que van arreglando entre ellos mismos en el camino. Hay una transferencia del aprendizaje recibido a situaciones reales; lo mas importante para ellos es la actitud y el respeto que permite que colaboren de manera orgánica, desarrollan habilidades y adquieren conocimientos. Los alumnos lo encuentran motivante.

     
    1
    Discussion is closed. Upvoting is no longer available

    A'Lester Allen
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 14, 2021 | 06:03 p.m.

    Hola @Elisa García!  Mil gracias por lo que aporta su descripción de cuanto motiva a los niños tener un propósito real que contribuye a la comunidad.  Me pregunto si ¿Ud u otras personas tienen observaciones semejantes en la casa?

    I love what you wrote about the process, so I'm putting part of it in English too:

    When students are involved to reach real goals, their collaboration flows.  They focus on what they know and what they need to find out, generating ideas to solve problems, gathering information, presenting solutions.  And when they run into new difficulties they set about addressing them themselves.  So they collaborate in an organic way, developing skills and knowledge.

    Gracias por sus observaciones!

  • Small default profile

    Elisa Azuara

    K-12 Teacher
    May 14, 2021 | 08:18 p.m.

    Hola @Barbara Rogof:

    De manera particular en la familia es muy común la colaboración para preparar la comida. Después de un dia normal de trabajo los padres comienzan a preparar los alimentos y de manera automática los niños observan lo que hacen los padres y los imitan, pueden cortar vegetales, o picar carne, etc para que terminen rápido y coman todos pronto; asi descubren cosas prácticas del dia a dia en la casa. Actualmente en las zonas conurbadas de Gdl hay escaces de agua y las familias tienen que hacer grandes filas para recibir agua de camiones especializados; es muy común  ver no solo a las mamás sino a los niños muy pequeños, incluso que no hablan acompañando a sus padres con cubetas pequeñas para acarrear ; nadie los obliga, ellos ven que sus familias y vecinos  van por agua a formarse al mismo tiempo y para ellos lo normal es acompañar y cargar aunque sea un poco de agua, lo que puedan llevar. Los niños se sienten satisfechos de que pueden cargar y hasta presumen que puede llevar mas pues va a ser de utilidad en la casa para las necesidades diarias.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 15, 2021 | 04:14 a.m.

    Hola @Elisa Azuara García,

    Esta observación es muy interesante!  La satisfacción de poder contribuir tiene un poder enorme.  

    It is so impressive that tiny children, toddlers, show such great satisfaction in being able to help their family bring water to their home from the distribution trucks, in this time of water shortage in Guadalajara.  They even want to carry more, in their little buckets, because they know that the water they carry is needed in their home.  No one makes them do this, they just see that their families and neighbors go to stand in line to get the household water, and so they want to join in even though they can't carry very much.

    Bueno, tengo otra pregunta, para Ud o talvez hay otras personas que pueden contestar también -- Los padres de estos niños - ¿cómo explicarán lo que los niños aprenden con estas posibilidades de contribuir?  ¿Tiene importancia para el desarrollo del niño? En que forma?  Hemos hablado con varias madres que cuentan que es importante para el desarrollo de los niños que el motivo para contribuir "nazca del corazón."

    I would like to understand more about the implicit theory of child development of the Mexican mothers who have told our research team that it is important for the desire to help to be 'born from the heart' of the child.  I think it must have something to do with their understanding the purpose of engaging.

    ¿Tiene algo que ver para el niño entender la meta de involucrarse? ¿Tienen ideas u observaciones con respecto a esta pregunta?

     

  • Small default profile

    Elisa García

    K-12 Administrator
    May 17, 2021 | 04:06 p.m.

    Hola @Barbara Rogoff:

    Platicando con la mamá de este niño en particular, al cuestionarla sobre su pregunta ¿Cómo explica que los niños aprenden con estas posibilidades de contribuir? me dijo " pues él sabe que todo el que ocupe el agua en la casa, tiene que ayudar, así aprenden, de poquitos en poquitos" , pero en un tono entre serio que despierta cierta ternura y risitas en la mamá;  pero nunca se lo demuestra al niño; hace como que no pasa nada, pero en el fondo saben que así lo enseñan a ayudar. La mamá tiene claro que es así como aprenden, que así aprendió ella pero para ayudar en todo; no es algo excepcional, se asume como algo natural  y que tiene que salir del niño, eso es lo mas importante, no hay que decirle que lo haga, que el niño al ver a todos lo quiera hacer.  El niño sabe que no hay agua y que todos lo que conoce "andan a las vivas" para que tengan agua para bañarse y lavar, incluso si escucha cualquier camión grande estacionarse cerca de la casa se sube al sillón y  se asoma a la ventana; la gente de su alrededor habla de esta tema con preocupación, así que el niño sabe que pasa algo y todos tienen que ayudar, vea sus hermanitos y a otros niños pequeños que lo hacen.

     
    2
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
    Itzel Aceves-Azuara
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 17, 2021 | 08:44 p.m.

    Thank you so much, Elisa!  This is so interesting, I'll translate to English!

    I had asked Elisa about the tiny children who show such great satisfaction in being able to help their family bring water to their home from the distribution trucks, in this time of water shortage in Guadalajara.  They even want to carry more, in their little buckets, because they know that the water they carry is needed in their home.  No one makes them do this, they just see that their families and neighbors go to stand in line to get the household water, and so they want to join in even though they can't carry very much.

    Elisa responded that she asked the mother of one child, "How do you explain that children learn through contributing," and the mother responded, "Well, he knows that everyone who uses water in the house needs to help, and this is how they learn, little by little."  She said that it is not something exceptional for children to help; they take it as something natural to help with everything, and helping needs to come from the child.  This is the most important; one shouldn't tell the child to do something -- the child upon seeing everyone else will want to join in.  

    The child knows that there is no water, and that everyone the child knows goes to the water trucks in order to have water to bathe and wash.  He even, if he hears a big truck park near the house, he gets up on a big chair at the window to check.  The people around him speak about the water shortage with concern, so the child knows what is going on and that everyone needs to help; he sees his young siblings and other little children helping too.

    My comment:  Such an important theory of learning!

  • Icon for: Pendred Noyce

    Pendred Noyce

    Founder and Executive Director
    May 12, 2021 | 01:34 p.m.

    This is a fascinating discussion. Thinking of most elementary and middle school classrooms, collaborative work usually only happens when specifically assigned. The closest we may see to community-mindedness might be team sports, when our community gathers and gives fof themselves for the purpose of defeating another community! Extracurricular activities such as theater or robotics might offer more in the way of community. What sorts of practices would you recommend for small after-school science programs?

  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 12, 2021 | 05:01 p.m.

    Hi Pendred,

    The work of Dr Megan Bang, for example, offers models based on Indigenous ways for learning that promote environments for learning science in nature. They have a beautiful project that involves people learning STEM through claywork. This way of engaging seems to be a way to foster learning with purpose and collaboration.

    Relatedly, the work of Dr Kris Gutierrez in afterschool programs such as El Pueblo Mágico offers ideas on how to structure opportunities for children and youth from underserved backgrounds to build scientific knowledge by creating community.

    Here are some papers that may be of interest

    Barajas-López, F., & Bang, M. (2018). Indigenous making and sharing: Claywork in an Indigenous STEAM program. Equity & Excellence in Education51(1), 7-20.

    Schwartz, L. H., DiGiacomo, D., & Gutiérrez, K. D. (2015). Designing “contexts for tinkerability” with undergraduates and children within the El Pueblo Magico social design experiment. IJREE–International Journal for Research on Extended Education3(1), 15-16.

     

  • Icon for: Samuel Severance

    Samuel Severance

    Co-Presenter
    Assistant Professor
    May 12, 2021 | 08:24 p.m.

    Thank you for your comments, Pendred!

    Since Itzel tackled the latter part of your comments, I wanted to respond to the first bit. It certainly is a challenge to incorporate collaboration and community-mindedness into school settings in the deep manner we're talking about here, where students see their learning as purposeful and in solidarity with their community. But we think a learning with purpose frame offers some ways to rethink how we go about this challenge.

    Using a learning with purpose frame pushes on the notion of various dichotomies that need pushing on (e.g., formal/informal, in-school/out-of-school). One dichotomy that seems particularly promising to challenge with our frame is the notion of the school/community boundary. Great work (by many of the scholars Itzel lists -- see Bang et al.'s website here: http://learninginplaces.org/) has already been occurring that blurs the school/community boundary by designing programs alongside community members and having the community be at least a context for curriculum.

    Learning with purpose in schools calls for designs that do more than acknowledge learners' communities but takes up the purposes they value in ways where students don't see what they're learning as only valid in school but as having relevance across both school and community. Not an easy task, as schools have numerous constraints that cannot be easily ignored (e.g., laws requiring teaching of certain standards, etc.), but a challenge we need to attend to if we're to take advantage of the reach of schools.

  • May 12, 2021 | 02:00 p.m.

    Barbara and team - another great video. How might community-minded people done better or worse at navigating the pandemic? How might it "inoculate" some children and youth? Obviously asking you to speculate here!

  • Icon for: Dustin Palea

    Dustin Palea

    Co-Presenter
    PhD Student
    May 12, 2021 | 05:17 p.m.

    Hey Catherine, thanks for checking out our video! Those are great questions. Related to the first, I think that community-minded students will have done much better at navigating the pandemic by having the motivation necessary to push through pandemic-caused educational challenges. One thing that I’ve been working on is helping expose computer science students to the ways in which the (often very abstract) engineering concepts they’re learning about in class are actually used in the real world to help people. In particular, I’m thinking about a student that we spoke to who didn’t realize that computer science could be so personally relevant until participating in our program and reading about how it is applied to helping immigrants like himself. Zoom fatigue, miscommunication, and a lack of social interaction are examples of things that I’ve seen students forced to deal with, on top of their ordinarily intense coursework. So, I could totally see how students with a stronger sense of purpose, i.e. to use what they learn to help their community, would have the greater motivation necessary to overcome these challenges.

    Those are my thoughts anyway… thanks for commenting!

    (Here's a link to our work for more context: Exploratory Reading Groups: A Scalable Approach to Creative, Relational, and Student-Driven Exploration in CS Education)

     
    4
    Discussion is closed. Upvoting is no longer available

    Samuel Severance
    A'Lester Allen
    Itzel Aceves-Azuara
    Barbara Rogoff
  • Icon for: A'Lester Allen

    A'Lester Allen

    Co-Presenter
    Graduate Student
    May 14, 2021 | 07:48 p.m.

    Hey Catherine, 

    I am a graduate student in Chemistry and Biochemistry, and I can add to Dustin's comment about Zoom fatigue. Many of the chemistry classes are large 200+ person lectures (now over Zoom) for the first 1-2 years after which the class sizes still remain ~50 students. It is imperative that each student have a foundation of support. For black STEM students that I interviewed during the pandemic, many stated that their cultural communities offered a foundation of support that motivated them to persist in classes. In normal times it would already be difficult to connect with other students to form an academic community. 

    I do wonder whether community at home would innoculate some students from isolation. 

  • Icon for: Jeremy Roschelle

    Jeremy Roschelle

    Researcher
    May 13, 2021 | 01:20 p.m.

    Hi Barbara & team, what a lovely video! "benefiting group is a powerful motivator" -- indeed! learning with community purpose is inspiring, relevent, and important. I am glad this showcase gave me a way to catch up with what your team is doing. :)

  • Icon for: Jeremy Roschelle

    Jeremy Roschelle

    Researcher
    May 13, 2021 | 01:23 p.m.

    And, to perhaps be a little stimulating -- I recently read a good article that used the concept of "hybridizing" to analyze the complexity of the mish-mash of frames that occur when kids try to find purpose in an activity that has colliding community and school frames. Like school "authority" can clobber community "volunteerism." It reminded me its hard thinking work for kids to "find a unifying purpose" when an activity evokes multiple frames -- or that trying to achieve cultural relevance in instruction by connecting community and school frames isn't always an easy win. Any reactions to that sort of thought?

  • Icon for: Samuel Severance

    Samuel Severance

    Co-Presenter
    Assistant Professor
    May 13, 2021 | 02:31 p.m.

    Hi Jeremy! Thanks for the great comments.

    I'd love to see the article you referenced regarding kids trying to find purpose with colliding community and school frames!

    You're absolutely right that students have much to navigate in terms of purpose when engaged in an activity in school that also attempts to have a meaningful community connection. The purpose of the activity does not always resonate deeply with learners if the learning still seems "encapsulated" (to borrow from Engeström) in the purposes of schools or someone else's notion of community. (I've seen something akin to this phenomenon in my own citizen science work with schools that I'll present at ISLS).

    A learning with purpose frame I think has something of value to offer in addressing this. A huge part of the challenge I think is trying to rise above (or at least better blur) the dichotomy of school/community. Schools have been hubs for some notion of community, and using a learning with purpose frame would ask for even deeper engagement and blending between school and community where the purposes found in learners' communities become a focal point for work within school (sounds sort of Dewey-ian actually). In this way, it ideally wouldn't be so much "volunteerism" but on a level of demonstrating authentic solidarity with your community.

    So, there's a broad vision but actually designing, implementing, and sustaining such an opportunity is a significant challenge. Inclusive co-design where teachers, community members, and researchers work together to identify productive contexts and develop needed materials I would think would likely have a key role. Megan Bang and others have some promising work here to build on.

    Key to any resulting design, from a learning with purpose perspective, is that it really emphasizes the actual developmentally appropriate contribution that students can make, the agency that they have. Being able to actually "do" something, goes back to challenging that school/community dichotomy in some ways ("You mean we actually get to DO something that matters outside of school?!").

    Curious to hear more of your thoughts about all this, particularly any ideas you have regarding the design work and schools!

  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 13, 2021 | 03:32 p.m.

    What an interesting conversation, Jeremy and Sam! I think that learning with purpose is different from volunteerism. It is not only about solidarity or prosocial development; it is about getting things done and moving things forward in the communities they are part of, including innovation. For example, Francisco Rosado-May and colleagues have a fantastic article that addresses the Mayan value of iknal:


    “a space where activities (such as accompaniment and togetherness, following up on an activity, guiding with conversations and other means of com- munication, and collaborating) are carried out and allow for the emergence of results needed by a community, including new knowledge” (Rosado-May et al., 2020, p. 86).


    Many of my family members are teachers, and they have shared with me how difficult it is to design learning with purpose situations in the classroom. The institutional structures that are part of schooling, such as fulfilling the requisites of a curriculum, designed many times in line with the contents of standardized tests, sometimes make it very challenging for teachers to promote learning with purpose.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 15, 2021 | 04:28 a.m.

    Hi Jeremy!  So great to see you here!  Your second comment reminds me of the work of Kris Gutiérrez and colleagues on the importance of "third spaces" where people with different backgrounds can blend their knowledge and ideas on an even basis -- like Anglo teachers and Mexican-heritage children conversing in whatever language comes to mind, for the sake of doing things together.  I think this is probably enhanced when people have a shared purpose.  Like when my team and I presented a poster symposium at a conference in Brazil, where there were a dozen languages used -- people were so interested in the ideas and talking with each other that they all pitched in to further the conversation. Such as a Spanish scholar explaining in broken French to help a Russian colleague understand a poster in English.  The discussion (and the camaraderie) was amazing! 

  • Icon for: Leigh Peake

    Leigh Peake

    Informal Educator
    May 13, 2021 | 02:53 p.m.

    Thank you for this interesting research. We have been working more with Indigenous and immigrant/refugee communities as part of our citizen science program used in both informal and formal learning contexts and, as you mention above, challenges the boundary between in/out of school. It has also required a completely different pedagogical starting point for the investigations. Challenging and exciting! I'm curious whether you've looked at potential reciprocal impact at the community level of youth's involvement in experiences explicitly designed for purpose? For example, growth in adults' sense of interest or agency with regard to STEM (or learning generally) and/or growth in community science literacy? 

  • Icon for: Samuel Severance

    Samuel Severance

    Co-Presenter
    Assistant Professor
    May 14, 2021 | 03:46 a.m.

    Thank you for your comments, Leigh!

    It sounds like you have a wonderful project going -- challenging and exciting indeed!

    Regarding your excellent question, the reciprocal effect on the community that may occur from youth contributing to a purpose valued by the community has not been the primary focus of the school/community STEM work that I at least have done up to now.

    But I'm part of a team here that just received funding that will allow us to better explore the dimension you raise! This future work will be looking at STEM learning and identity in a school-based community garden setting where community members, researchers, and teachers co-design and enact opportunities that support predominantly Latinx youth in pitching in to address collective needs. Given the collective nature (e.g., across generations) of purpose in a community, we predict learning and development to occur with adults in the garden community as they engage in needed garden activity alongside youth (e.g., shifts in adult Latinx gardeners' STEM identities).

    I'd be curious to hear how you've been thinking about this reciprocal effect on community in your own work or more generally.

     
    1
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
  • Icon for: Leigh Peake

    Leigh Peake

    Informal Educator
    May 14, 2021 | 12:44 p.m.

    The model that most inspires us is the one devised by colleagues at U Alaska Fairbanks called Arctic & Earth Signs that does a fantastic job of cross-generational citizen science that activates both Indigenous and western science perspectives. I don't actually know if they've measured shifts in "community science literacy" (or comparable) but it's definitely an opportunity. I will ask them! 

  • Icon for: Richard Duschl

    Richard Duschl

    Researcher
    May 14, 2021 | 11:20 a.m.

    Barbara a very exciting project and very relevant to the current work we are doing here in Dallas with Mexican Communities in South Dallas.   Would welcome the opportunity to connect with, share what we are embarking on and of course get some sage advice.   

     

    Rick

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 16, 2021 | 06:29 p.m.

    Hi Rick, What kind of work are you doing with the Mexican Communities in South Dallas?

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 15, 2021 | 04:30 a.m.

    Hi Rick,  Can you say a little more about how the ideas in our video are relevant to your work there in Dallas with Mexican communities?  :-)  Curious.

  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 18, 2021 | 11:37 a.m.

    Hi Rick, 

    I would like to hear more about the work you are doing in Dallas with Mexican communities. Are these immigrant communities? or are these more established Mexican communities like 2nd, 3rd, or 4th generation? 

  • Icon for: Richard Duschl

    Richard Duschl

    Researcher
    May 18, 2021 | 11:45 a.m.

    Both Glorianna I believe.   For Puede Network, it seems to be generational.   I

  • Small default profile

    Molly Bannister

    Parent
    May 16, 2021 | 01:03 p.m.



    Your video makes such important points. I agree that so many American families tend to exclude their children from adult activities and work. The children are allowed to play while the parents do all the household work and cooking.  This video would be so beneficial for all parents to view - we can learn a lot from Hispanics!




  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 16, 2021 | 06:34 p.m.

    Hi Molly, Thanks for your post!  We are hoping that using video will help parents and grandparents visualize how they could be involving children in their everyday activities, beyond what they may already be doing.

    Especially with families having to do 'school' from home for the last year, we think that school people and parents (and grandparents!) could benefit from widening their ideas of the sorts of activities that foster learning.  Many everyday activities in families and provide children with important opportunities to learn both academic and nonacademic things -- and they might help provide a purpose for learning.

    I wonder if you or other readers might have tried some ways of including children in your ongoing work or leisure activities?

  • Icon for: abbey asher

    abbey asher

    Higher Ed Administrator
    May 16, 2021 | 04:32 p.m.

    Hi Barbara,

    Thank you for the work that you do.  I feel it is so important for Americans to break away from our sense of individualism in favor of the community.  I've been thinking lately about families I know where the parents have consistently demonstrated their care for the community to their children in terms of their careers or volunteer activities.  In so many cases, the children grow up and chose professions  that give back to the community and remain in close contact with their families.   I have also observed families who have involved their children in cooking, cleaning and watching after younger siblings  from a very young age.  The children in these families don't rebel against these activities once they get older because it is ingrained in the family culture.   I've always admired these families and wished I had been more patient as a working, busy mom looking for the most expedient way to keep things in order in my house.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 16, 2021 | 06:40 p.m.

    Thanks for your comment Abbey!  I was interested in what you said about the challenges of being a 'working, busy mom looking for the most expedient way to keep things in order in my house'!  (me too...)

    One thing we've noticed in our research is that many of the middle-class families put a high premium on efficiency, and so they exclude their children, thinking the kids get in the way of getting tasks done.  But many of the Mexican-heritage moms we have interviewed regard the children's involvement from a very early age to be a more important goal, since in their view it contributes in important ways to their children's development.  They say that it helps children understand that their contributions are valued, and that they learn to be part of the family (and the broader community) this way.

  • Small default profile

    Susan McKeehan

    May 16, 2021 | 06:10 p.m.

    Interesting to think about.  Our grandchildren's school has quarterly "awards" for various endeavors, however, they also have awards, such as for children who are most helpful to others.  This seems to combine both the academic and community-minded incentives.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 17, 2021 | 08:48 p.m.

    Hi Susan, Thanks for your comment!  And it is so great to have grandmothers (like me) in this conversation!

    I wonder if singling children out for being most helpful makes it more likely that children help in order to get recognition, rather than for the reason that someone needs help?  Anyone have an observation on this?

  • Small default profile

    Helena Worthen

    Higher Ed Faculty
    May 16, 2021 | 10:05 p.m.

    Two comments:  

    I shifted from being a higher ed union activist to working as a labor educator at the U of Illinois School of Labor and Employment Relations, doing education with unions, union members and non-represented people who wanted to organize. Necessarily, this type of education (and the learning that takes place) is collective.  In fact, individual gain-seeking (despite the fact that individuals do benefit from collective achievements) can undermine and torpedo collective efforts. This kind of teaching and learning makes an interesting contrast with what goes on in typical classrooms.

    While many faculty are actually represented by unions, the teaching and learning that takes place in those organizations is under-studied, to put it mildly. Like the Mexican community you report from, it takes place in a context that is only sometimes friendly.

    Second, after we retired, my husband and I taught for three semesters (or slightly less) at a university in Ho Chi Minh City, Vietnam. Although Vietnam has opened to the global capitalist world in the last 30 years, there is still a culture of cooperation at least among the youth that harks back to the socialist period and the urgency of sharing during scarcity, and of course during the Revolution. Concretely, students not only play and study in teams, they do class work in teams. Despite having taught in the US where "small groups" has been normal teaching strategy for decades, we were astonished to encounter extreme examples of team work -- for example, reading a  story and dividing it into segments, each student taking one segment.

    My point in both cases: posing "community minded" as the opposite of "individualist" as a way of understanding the sources of learning in different cultures downplays the context of each of these. How do you explain the purpose-driven commitment of people in labor education classes unless you recognize the context they come from -- their jobs? While I don't really know enough about Latinx culture to make a good contribution on that topic, I'd guess that if it's a Mexican community in the US they bring with them practices from the home country, where the people who are likely to emigrate to the US would have been under tremendous economic pressure and have survived by cooperation, not unlike the cooperative culture still apparent in Vietnam.

    So the cooperation is not merely for developing the community but protecting it from a perceived and experience threat, perhaps historical but nevertheless real. 

    Thanks, Helena

  • Small default profile

    Helena Worthen

    Higher Ed Faculty
    May 16, 2021 | 10:05 p.m.

    Two comments:  

    I shifted from being a higher ed union activist to working as a labor educator at the U of Illinois School of Labor and Employment Relations, doing education with unions, union members and non-represented people who wanted to organize. Necessarily, this type of education (and the learning that takes place) is collective.  In fact, individual gain-seeking (despite the fact that individuals do benefit from collective achievements) can undermine and torpedo collective efforts. This kind of teaching and learning makes an interesting contrast with what goes on in typical classrooms.

    While many faculty are actually represented by unions, the teaching and learning that takes place in those organizations is under-studied, to put it mildly. Like the Mexican community you report from, it takes place in a context that is only sometimes friendly.

    Second, after we retired, my husband and I taught for three semesters (or slightly less) at a university in Ho Chi Minh City, Vietnam. Although Vietnam has opened to the global capitalist world in the last 30 years, there is still a culture of cooperation at least among the youth that harks back to the socialist period and the urgency of sharing during scarcity, and of course during the Revolution. Concretely, students not only play and study in teams, they do class work in teams. Despite having taught in the US where "small groups" has been normal teaching strategy for decades, we were astonished to encounter extreme examples of team work -- for example, reading a  story and dividing it into segments, each student taking one segment.

    My point in both cases: posing "community minded" as the opposite of "individualist" as a way of understanding the sources of learning in different cultures downplays the context of each of these. How do you explain the purpose-driven commitment of people in labor education classes unless you recognize the context they come from -- their jobs? While I don't really know enough about Latinx culture to make a good contribution on that topic, I'd guess that if it's a Mexican community in the US they bring with them practices from the home country, where the people who are likely to emigrate to the US would have been under tremendous economic pressure and have survived by cooperation, not unlike the cooperative culture still apparent in Vietnam.

    So the cooperation is not merely for developing the community but protecting it from a perceived and experience threat, perhaps historical but nevertheless real. 

    Thanks, Helena

  • Small default profile

    Helena Worthen

    Higher Ed Faculty
    May 16, 2021 | 10:06 p.m.

    Two comments:  

    I shifted from being a higher ed union activist to working as a labor educator at the U of Illinois School of Labor and Employment Relations, doing education with unions, union members and non-represented people who wanted to organize. Necessarily, this type of education (and the learning that takes place) is collective.  In fact, individual gain-seeking (despite the fact that individuals do benefit from collective achievements) can undermine and torpedo collective efforts. This kind of teaching and learning makes an interesting contrast with what goes on in typical classrooms.

    While many faculty are actually represented by unions, the teaching and learning that takes place in those organizations is under-studied, to put it mildly. Like the Mexican community you report from, it takes place in a context that is only sometimes friendly.

    Second, after we retired, my husband and I taught for three semesters (or slightly less) at a university in Ho Chi Minh City, Vietnam. Although Vietnam has opened to the global capitalist world in the last 30 years, there is still a culture of cooperation at least among the youth that harks back to the socialist period and the urgency of sharing during scarcity, and of course during the Revolution. Concretely, students not only play and study in teams, they do class work in teams. Despite having taught in the US where "small groups" has been normal teaching strategy for decades, we were astonished to encounter extreme examples of team work -- for example, reading a  story and dividing it into segments, each student taking one segment.

    My point in both cases: posing "community minded" as the opposite of "individualist" as a way of understanding the sources of learning in different cultures downplays the context of each of these. How do you explain the purpose-driven commitment of people in labor education classes unless you recognize the context they come from -- their jobs? While I don't really know enough about Latinx culture to make a good contribution on that topic, I'd guess that if it's a Mexican community in the US they bring with them practices from the home country, where the people who are likely to emigrate to the US would have been under tremendous economic pressure and have survived by cooperation, not unlike the cooperative culture still apparent in Vietnam.

    So the cooperation is not merely for developing the community but protecting it from a perceived and experience threat, perhaps historical but nevertheless real. 

    Thanks, Helena

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 05:53 p.m.

    Hi Helena,  I agree with your point about the importance of considering  the context of people being community minded. I think that you are suggesting that an important impetus for being community-minded is to protect the community from perceived and experienced threat.  Makes sense, though sometimes threat doesn't pull people together.

    In our work, we are focusing on the positive value often given to learning and contributing, by observing what is happening and helping without being asked.  In parts of Mexico, this is referred to as being acomedido/a, being aware of what is needed and voluntarily pitching in.  I think that this positive value system is a separate source of impetus to community-minded ways of engaging, not dependent on threats to the community.

    Relatedly, it is worth trying to understand the impetus for the cultural value system prioritizing acting for one's own self-interest; where does that come from?  Many possible answers there too...

  • Small default profile

    Ivana Guarrasi

    Higher Ed Faculty
    May 17, 2021 | 04:54 a.m.

    Thanks so much for this wonderful video. It's a proof of how much can be said in 3 minutes! In my class on Education & Global Citizenship we have been discussing learning for sustainability to think about our immediate surroundings and its fragile ecosystem. We have been reflecting on the question of how education can provide learners with opportunities to develop the skills, capabilities, knowledge, motivation and behaviors to live sustainable lifestyles as informed and committed global citizens.  I proposed to read Barbara Rogoff's article on the community of learners that was published in 1994. I thought that this concept offered a useful direction for thinking about learning for sustainability. This video on Learning with Purpose is not only a great visual illustration of some of the ideas discussed in that article but offers another useful angle for thinking about education and learning in the Anthropocene. Always great to learn from your videos! Thanks, Ivana.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 05:40 p.m.

    Hi Ivana, Thanks for this!  I can see the relevance of learning with the purpose of contributing to a larger community to issues of sustainability, in several ways.  But I'm curious about what connection you make when you teach this?  

  • Icon for: Andrew Coppens

    Andrew Coppens

    Higher Ed Faculty
    May 17, 2021 | 07:06 a.m.

    Hi team,

    Thanks for putting together this wonderful video! As you all know, the focus on purpose for learning is a paradigm shift in the field of motivation which has languished in the view that motivation is (1) a property of individuals and individual cognitive processes, (2) precedes and drives participation [your work shows that motivation can be instead a dynamic "outcome" of meaningful participation in shared endeavors], and (3) linked to contingencies and incentives [i.e., the "if you do this, then you get that" pattern so common to schools. It is so refreshing to see work that departs from all of this.

    David Yeager (UT Austin) and colleagues have a helpful concept in some of their work -- "self-transcendent purpose" for learning -- that is useful for thinking beyond purpose as individualistic. Among middle school and high school students they find that motivation is even stronger for students motivated in this self-transcendent way (e.g., I want to be a doctor in order to contribute to the well being of my community) than for students who are purpose driven in an individualistic kind of way (e.g., I want to be a doctor to have an interesting career). A limitation of this work is that purpose is still something in the future rather than something experienced right now via shared engagement with others.

    I think it is fascinating to see how the Learning by Observing and Pitching In paradigm and the opportunities for learning with purpose it organizes moves beyond that limitation as an even deeper conceptualization of purpose, articulating it as a historical, developmental, community, and likely often political process that kids can experience directly. This paradigm helps us see how purpose can be designed for in the organization of meaningful community endeavors.

    Again, thank you!

     
    2
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
    Itzel Aceves-Azuara
  • Icon for: Meixi *

    Meixi *

    Researcher
    May 18, 2021 | 01:28 a.m.

    Thank you all for both the video and this wonderful conversation thread.Responding to both Andrew and Ivana and as many others have articulated, having our learning be in, with, and through community is a core challenge and gift of our lifetime. And our current Eurocentric schooling seems largely inadequate to foster these relations in everyday ways. So yes, you can have a group activity, and yes you can have teamwork - but what does it mean to actually overturn normative power paradigms of who teaches and learns and actually see these as fundamentally interrelated? I also really appreciate Andrew and Samuel's notion of how community-purpose can be a design principle for organizing our activities at school.

    In my own life and work, I've taken up designing with community in three main ways: (1) organizing classrooms and participant structures that hold a common relational whole (like in a community of learners called Tutoría, drawing from Ann Brown's work), (2) including everyday families activities as contexts for learning so that there isn't really an intellectual separation or separation of communities between school and home, and (3) ultimately broadening who and what we count as "community". Is it just our family? Is it just our racial? Is it just human people who count as community? 

    For me at the heart of community-mindedness is understanding that we deeply need each other -- at a familial level, at a community-level, as a unified living world, plants and animal relatives included. Community-mindedness is particularly critical at these times in human history, especially as we move through this global pandemic. At the start of the pandemic, we saw beautiful ways that mutual aid was distributed up all across the U.S.. We were organizing and being there for each other. At the same time, mask wearing at the early onset of the pandemic was contentious because I think it tested our notions of community and the choices individuals were willing to make to protect the rest of the public, to think not only for the good of oneself but for the good of the collective. And now, when thinking about vaccine distributions worldwide, the U.S. making sure that vaccines are sent to India for example is actually enacting principles of community in some ways, based on logics that protecting others, protecting the whole is actually part of protecting the self. Our interrelatedness or "we are all related" as Lakota folks say - is given new consequentiality. As we seem to be at the tail-end of pandemic in the West, it is going to be key to not forget these lesson and emergent logics of being. It is key, I think to actually keep cultivating these community-centered ethics and ways of living in our education systems as Megan Bang, and other Indigenous scholars like Greg Cajete, Leanne Simpson, Ananda Marin, Emma Elliott-Groves have written about. 

    What are these edges of "community" for you? How have others tried to design with these in schools/communities? What politics emerge from it? It feels like we are at a critical opening to truly learn from this past year and reimagine the purposes of learning with communities - in a broad sense of the word. 

     

     
    3
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
    Luna Hernandez Ramirez
    Itzel Aceves-Azuara
  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 18, 2021 | 02:35 a.m.

    Meixi, the issue that you are bringing, what counts as a community? Is key. I think that actually, a challenge that the modern globalized world is facing is the fear of the "other". Anything that is different from our own ways is seen as the cause of the "problems" instead of part of a potential solution, an opportunity to shift paradigms. As a personal opinion, if we do not recognize that we are all part of a big community, if the relational aspect of existence is ignored, it would be unlikely that the big challenges get solved. I think that Indigenous Knowledge systems offer us a holistic understanding of the world and could help us move beyond. 

  • Icon for: Meixi *

    Meixi *

    Researcher
    May 18, 2021 | 10:35 a.m.

    Yes totally. I think that's it, it's a relational aspect of existence that we need our places of learning to structure and uphold. 

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 05:57 p.m.

    Meixi thank you so much for your thoughtful post, deepening the discussion!

    Barbara

  • Icon for: Brian Drayton

    Brian Drayton

    Co-Director
    May 17, 2021 | 09:03 a.m.

    Some people might not have seen Wendell Berry's 1988 essay "The work of local culture."   it includes the following passage:

    "parents with children in school are likely to find themselves immediately separated from their children, and made useless to them, by the intervention of new educational techniques, technologies, methods and languages. School systems innovate as compulsively and eagerly as factories. It is no wonder that, under these circumstances, “educators” tend to look upon the parents as a bad influence, and wish to take the children away from home as early as possible. And many parents, in truth, are now finding their children an encumbrance at home – where there is no useful work for them to do – and are glad enough to turn them over to the state for the use of the future. The extent to which this order of things is now dominant is suggested by a recent magazine article on the discovery of what purports to be a new idea:

    The idea that a parent can be a teacher at home has caught the attentionof educators… Parents don’t have to be graduates of Harvard or Yale to help their kids learn and achieve…

    Thus the home as a place where a child can learn has become an idea of the professional “educator,” who retains control of the idea. The home, as the article makes clear, is not to be a place where children may learn on their own, but a place where they are taught by parents according to the instructions of professional “educators.” In fact, “The Home and School Institute, Inc., of Washington, D.C.” (known, of course, as “The HSI”) has been “founded to show… how to involve families in their kids’ educations.”

     
    2
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
    Itzel Aceves-Azuara
  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 18, 2021 | 02:45 a.m.

    Thank you for sharing that reference, Brian! Schooling has had a big role in shifting family practices. In many cultural communities, parents have been pushed away and opportunities to learn at home and in the community have decreased significantly. Then an issue arises when young adults, who did not find a job related to what they "prepared" to become, they are unfamiliar with many of the practices of the community since most of their efforts were directed towards the "academic" goal. More bridges between school and community life need to be built. 

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 05:59 p.m.

    Hi Brian,  Thanks so much for your post.  That is an amazing quote, and just as relevant today as 3 decades ago.  I'll look for that article.  Thanks again.

  • Icon for: Gloriana Gonzalez Rivera

    Gloriana Gonzalez Rivera

    Assistant Professor
    May 17, 2021 | 10:19 a.m.

    I love the community-oriented focus and finding another Gloriana! Awesome project.

  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 18, 2021 | 02:17 a.m.

    Thank you for watching our video Gloriana! 

     

    I have to agree with you, I think this is only the second time I run into another person with the same name. It is such a unique and rare name.

  • Small default profile

    Jeanette Richoux

    Informal Educator
    May 17, 2021 | 02:15 p.m.

    I put this video on Facebook and watched it and read comments.  Very appropriate for learning concerns during covid-19.  At our house of three generations, we are doing a lot of informal teaching now that we are living with Cassie and the girls.  Lexie is learning to cook and help with lots of everyday activities.  I think adding grandparents to the mix of learning helps because most parents are busy with their jobs and don't necessarily take the time and patience to do the informal teaching.  I know we did not spend all the time needed to teach useful skills like cooking.  And when I was gardening I liked the peace and quiet rather than get everything ready to have the children help me. 

  • Icon for: Gloriana Lopez

    Gloriana Lopez

    Co-Presenter
    Graduate Student in Social Psychology
    May 18, 2021 | 04:06 p.m.

    Hi Janet, 

    Thank you for sharing your personal experience. Like you mentioned, grandparents can play a bigger role than parents sometimes, since parents have been working from home throughout the pandemic. I wanted to share a little bit of my own experience with informal learning like cooking and gardening. Something I have observed with my own family is that most activities are not structured per say, I learned to cook by watching my mom cook. She did not engage in any instruction, she would simply ask me to hand her the salt, or maybe stir the soup, or sometimes asked me to get ingredients out of the fridge for her. She never specifically guided me to prepare a meal, but when I moved away from homeI realized I remembered the ingredients and even the steps to cook many of her dishes! 

    What I'm trying to say here is that you do not need to create a structure to involve kids in everyday activities for them to learn. A lot of learning happens through observation and by just involving children in the process, like setting up things to garden outside. 

  • Small default profile

    CHARLES UNDERWOOD

    May 17, 2021 | 09:20 p.m.

    Nice work! The video footage and diverse voices really communicate the point of learning with purpose, and also evoke the strong community orientation, illustrating the idea of learning as a process of changing participation over time, for younger and older people alike, through mutual engagement. Your research on the concept of community-oriented learning with a purpose carries enormous implications for both in-school and out-of-school learning.

    As someone noted, school authority often inhibits this nonhierarchical approach, and this foregrounds the central role of the community in contextualizing and enlivening learning. The video reminded me so much of the work our UC Links programs have carried out over the years throughout California and elsewhere; these programs have established sustained efforts that engage younger and older people together in learning for the purpose of building community and becoming more and more engaged in the larger world around them. We’ve done this as a way of leveraging change in the school day by working with young people and their families in the after-school hours. As teachers become involved, they begin to see possibilities for co-constructing new ways to teach their students and learn from them.

    The video also offers a lesson for us in the university – to see ourselves not simply as observers and analysts, but more importantly as learners ourselves, as we engage openly with community young people and their families, and with school teachers and administrators, in seeking to understanding and promote learning with a purpose. Your video has beautifully and succinctly captured all this in a warm, multi-voiced revelatory moment. Thanks!

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 07:16 p.m.

    Charles, thank you so much for your observations!  Your work with your colleagues in the UC Links after-school program has made such a difference in the learning of UC undergrads, who have the opportunity to pitch in with purpose to the community.  (And hopefully, the kids learn too.)

    I've been impressed over the years of watching this program with the transformation that many undergrads seem to make, from thinking it is their job to manage their young partners' learning to seeing it as a collaboration.  That will be so beneficial to them in their future work and parenting!  The fact that it takes effort and time to make this change of perspective shows how engrained the issues of control and transmission are in the schooling experience of many of us. (Including myself, as a recounted in my article on "Becoming a Cooperative Parent in a Parent Cooperative" in the book "Learning Together: Children and Adults in a School Community."

    It is inspiring to know about the transformation in the perspectives of teachers as they see young students show competences that the teachers had not seen in the classroom and had not imagined!

  • Small default profile

    Benjamin Nguyen

    Undergraduate Student
    May 18, 2021 | 02:41 a.m.

    Thank you the researchers and presenters that put in the work for this video, it was really amazing to learn a bit about community mindset within Latinx and Indigenous communities in comparison to Western cultural practices in schooling. I think that an important skill to have while learning to contribute to a cultural community is empathy. The ability to share and understand other's feelings seem key in determining one's duty or responsibility in their community. This idea came across to me when I saw that a child and his father were sweeping trash together, which could also be partly imitation, but I think there is some form of empathy in how the child is sharing the activity with his or her parent.

    In order to develop a more community-minded mindset, I think more school within the United States need to have more programs or courses that do outreach to different communities. When I used to go to a private catholic high school, we had programs for each grade to go out into the community to do community service. It was an eye-opening experience to learn about other communities' perspectives on the world, but more importantly I was developing my skill of empathy. For my program, I decided to participate in the disability community. I learned to be a guide for someone who is visually impaired and partook and taught various Paralympic sports such as goalball. The participation in these activities made me feel as if I was a part of the community. I think it is so important for students, especially in the United States, to have these experiences to be more empathetic as they participate in a cultural community that might not be familiar to them.

     

     
    1
    Discussion is closed. Upvoting is no longer available

    Itzel Aceves-Azuara
  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 18, 2021 | 11:12 a.m.

    Thank you for sharing your experience, Benjamin! I think that there is something very powerful that comes after contributing, and I agree empathy is one of those things. I have participated in programs similar to what you are describing. For example, during my undergraduate program, part of the curriculum was to connect what we were learning at the university in community programs designed to respond to the needs of communities that historically have underserved. The experience gave me a better understanding of what people really need from someone in my profession, instead of me imagining how I could use abstract university knowledge. The idea of service and transformation of injustice or unfair situations could be a powerful tool for learning and collaboration.

  • May 18, 2021 | 10:35 a.m.

    Great work - thank you!! One thing I appreciate about working a lot in the afterschool world is that there's more freedom from the demands of school achievement, and perhaps also more of a culture of collaboration with parents and community organizations, plus a commitment to raising youth voice & agency. So I think it might be an easier fit with this framework. 

     
    1
    Discussion is closed. Upvoting is no longer available

    Itzel Aceves-Azuara
  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 07:21 p.m.

    Hi Sue,  yes indeed.  It really helps when activities are voluntary!  I enjoyed your video too....

  • Icon for: Itzel Aceves-Azuara

    Itzel Aceves-Azuara

    Co-Presenter
    Graduate student
    May 18, 2021 | 10:59 a.m.

    Integrating community and family in the learning process seems to be a context in which people blend their efforts more fluidly than in traditional school settings where children are segregated from mature activities.
    In a book called “Learning Together: Children and Adults in a School Community”, parents, teachers and children describe how their everyday engagement sharing experiences and building knowledge help them discover new opportunities for creation, innovation and community awareness.

  • Small default profile

    Claudia Castaneda

    Graduate Student
    May 18, 2021 | 11:32 a.m.

    Thank you, Barbara and team, for such an important contribution to the field. 

  • Icon for: Ron Eglash

    Ron Eglash

    Higher Ed Faculty
    May 18, 2021 | 11:39 a.m.

    Love the work you are doing! You might be interested in some of the materials we developed for helping Latinx and Indigenous communities utilize the computational thinking and geometric ideas from their heritage traditions.  Works well across ethnic groups too -- all the kids can see "cool points" if they are simulating a Día de los Muertos skull: https://csdt.org/culture/tooledleather/index.html. 

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 07:22 p.m.

    Hi Ron, Thanks!  I really enjoyed seeing the activity in your video focusing on the arcs that support a structure like a longhouse.

  • Small default profile

    Susan Opotow

    Higher Ed Faculty
    May 18, 2021 | 01:39 p.m.

    This is a wonderful video -- I loved the diversity of ages and seeing cross-generational and within-group cooperation and respect enacted in the visuals and described in the commentary.  This model benefits from video and photographs, as you have done, as it can help people envision cooperative activity that enacts the ethic of 'pitching in.' Congratulations on this inspiring project! 

  • Small default profile

    Lauren Seifert

    Researcher
    May 18, 2021 | 03:03 p.m.

    Thank you. The way for us to increase the number of BIPOC and other minority students in STEM education and in STEM careers is by showing them that there are BIPOC and minority persons who are succeeding in STEM (including the behavioral sciences).

  • Small default profile

    Michele Sam

    May 18, 2021 | 03:41 p.m.

    kiʔsuk kyukyit--greetings in Ktunaxa

    I appreciate this video and would suggest thinking about the term community, as it shifts the place based Indigenous Peoples knowledge from understanding of the collective, which is more fluid to what happens now, of the imposition of community built within the reserve system of bands etc...from my own research, we did not have words for child until contact and youth is a relatively new term globally...that distinction of Indigenous language lacking concepts of "child" from a western assumed terminology, speaks to raising of people not according to ageism but to skills natural and learned abilities...for Indigenous Peoples in Canada for example it is rationalized in 'childhood' for development, as well as being 'indian', 'aboriginal' and now 'indigenous' the perception of underdeveloped continues to permeate social and indian policy as we have to take on nation state sanctioned socializing curriculum and its impacts are within our collective thinking, and current infrastructures that we are trying to undo. I digress...but was reminded by a knowledge holder that western science is only catching up to what we knew/know in how to raise our people up and why, and to what end :) in the EDI back a number of years ago now, but Indigenous children often has less vulnerability in the social aspects of the scale...reminds me of this idea as well. thanks for the work and sharing insights

     

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 07:33 p.m.

    Thank you, Michele Sam, for your message.  I appreciate your point, if I understand correctly, about the importance of the specific place-based nature of each locale and its human and more-than-human participants. Or did I miss the point?

    It is interesting that the distinction of child and youth came from Western assumed terminology.  Maybe together with the increase in age-batching that came with industrial bureaucracies?  Anyway, thanks for your message.

  • Small default profile

    Jose Contreras

    Undergraduate Student
    May 18, 2021 | 05:28 p.m.

    Thank you for sharing the video and giving a platform for use to discuss how impactful community outreach can be to an individual and to the community. It was also nice to see Gloriana again, she was my TA last quarter. I think that the hispanic cultural has a big community orientated focus that might be an origin from their rich indigenous history which promotes the community mindset. I was born in Guatemala and emigrated to the US when I was 10 years old. I remember back in Guatemala when I was kid, a guy had broken into two different homes on consecutive days, and on the third day all the men in our community/neighborhood got machetes, bats, and flashlights and were patrolling the streets for the burglar. They didn't wait for the location l police to act and wanted to protect their community and took actions into their own hands. They continued protecting the streets for a couple of nights and it was safe to say that the burglar moved to a different neighborhood. I grew up with my grandma and my mother and the community where I was born had a big community mindset and empowered the member to be involved in community outreach. The mentality got stuck with me and during high school I volunteered in two clinics, one health clinic for low income and underserve citizens in my community and the other health clinic was primary for hispanic and immigrants. I enjoyed participating in both clinics I was able to serve my cultural community as well as my new adopted community where I grew up and had provided so much for me. One thing that I noticed while being involved in these 2 clinics was that I was much younger than the other volunteers. Most of the volunteers were retired and some where pre-med and were working on their shadowing for medical applications. Even to this day, when I take a class or now that I'm preparing to graduate I like to reflect on how I will use these skills that I've learned to help my community.  

  • Small default profile

    William Han

    Researcher
    May 18, 2021 | 05:51 p.m.

    Hello Professor and team,

    I thought this was an interesting and an insightful video to further research the differences shared among different communities. As a student of Professor Rogoff's Psychology class in UCSC, this ties into a lot of the topic discussed during lectures. We see that the younger children of Mexican heritage are more inclined or encouraged to help out the family in any way possible, with the mother stating that this is what is viewed as good for all of us. This is different compared to perhaps kids of European or American culture because they are not taught the same principles as them. Also, this ties into yet another topic from class where thinking is innovated. By having an extension of knowledge through everyday experiences, these children who are more prone to helping with house activities such as chores will be better suited for the future.

  • May 18, 2021 | 06:46 p.m.

    Barbara and the whole team has done it again! Beautiful and informative video, fascinating dialog in these boxes, and mind-stretching thoughts about the power of informal learning. Thanks for this great contribution!

    Someday your approach may become mainstream, but I'm afraid well have to wait a while in the USA, so your annual presentation here, and scientific articles will have to hold us until then. 

     
    1
    Discussion is closed. Upvoting is no longer available

    Barbara Rogoff
  • Small default profile

    Daniel Chaidez

    Undergraduate Student
    May 18, 2021 | 07:34 p.m.

    Often times, when discussing the challenges faced by minority students, having parents or other family members of humbler roots with little to no formal education is portrayed is a massive disadvantage as a path has not been demonstrated to us as a means to achieve success. However, though this does undoubtedly present economic and logistical challenges, the drive to trailblaze for my nieces, to reward my mother for her sacrifice, and to know that I am assisting in the betterment of not only myself but to my community as a whole allows me to reach into myself when I selfishly feel like quitting. What I pull out is the embodiment of communal hope, generations of sacrifice that has allowed me to have an opportunity that was not afforded to previous generations.

  • Icon for: Barbara Rogoff

    Barbara Rogoff

    Lead Presenter
    UCSC Foundation Distinguished Professor of Psychology
    May 18, 2021 | 07:36 p.m.

    Wow, Daniel, thank you! This is inspiring!

  • Small default profile

    Kailey Johnson

    Undergraduate Student
    May 18, 2021 | 07:45 p.m.

    I especially enjoyed the aspects of the video that focused on how minoritized students positively contribute to the learning community at university and if they are given opportunities to share their insights, it can benefit the community as a whole. Mexican and Indigenous heritage cultures value community-minded contributions that foster a better learning environment inside and outside of a classroom. One of the presenters mentioned that a strength that these communities offer is learning for a greater purpose that is beyond the best grade you can get. Someone can develop a greater purpose for learning if they shift from learning for themselves to learning for others, and discovering how to contribute to the betterment of an entire group. The concept of community-mindedness is often taught and encouraged to children at a very young age within Mexican and Indigenous communities and I think this is extremely valuable to have growing up.

    This conversation reminded me of my own education growing up in a middle-class, European-U.S. American community located in the Silicon Valley of California. My community encouraged children to do things that bettered themselves and advanced themselves ahead of everyone else. Growing up in a generally white-washed area at the heart of the Silicon Valley, the general consensus of this community was strengthen your own skillset and further your knowledge to make the most money for yourself. This mindset taught me to value my own educational journey and my own successes over others, instead of giving back to the community that allowed me to have the positive upbringing that I had. While I do believe that the Silicon Valley is becoming more diverse and inclusive towards other communities’ contributions, there is still a lot to be learned to avoid prioritizing personal gain over the betterment of an overall community.

     

  • Further posting is closed as the event has ended.

Multiplex Discussion
  • Icon for: Martin P

    Martin P

    May 24, 2021 | 04:25 p.m.

    I watched the video and liked it!  it's wonderful to see this work and I'm more aware now of the implications it has has for becoming more community minded as a society.  I recently finished the book Lost Connections by Johann Hari that explores the causes of anxiety and depression and it all comes down to lack of community and not feeling part of something greater than ourselves.

     
    Mark this discussion post as helpful
  • Members may log in to post to this discussion.