Kayumova Shakhnoza, Tippins Deborah J
Department of STEM Education and Teacher Development, University of Massachusetts, Dartmouth, 285 Old Westport Rd, North Dartmouth, MA 02747 USA.
Department of Mathematics and Science Education, University of Georgia, Athens, GA USA.
Cult Stud Sci Educ. 2021;16(3):821-839. doi: 10.1007/s11422-021-10030-2. Epub 2021 Aug 30.
In an era of global climate change, intertwined with social and ecological predation, there is growing recognition of the importance of building socially, environmentally, culturally pluralistic, just and sustainable futures. Yet many of the calls for reform and discourses around sustainability are authored and defined through top-down approaches, by those who have power, privilege, and cognitive authority, and excludes the voices, identities, and epistemologies of those in the margins. In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just, pluralistic, and sustainable futures. To this end, we seek to provide examples from participatory design-based learning ecologies to illustrate the centering of middle school youth voices and agencies from multilingual Black, Brown, and Latinx communities through critical response-ability. These examples highlight how these youth grapple with the uncertain landscapes of sustainability in their communities and provide counter-narratives to traditional deficit-based discourses and youth empowerment. We draw on what we have learned from multilingual youth to offer some suggestions for designing transformative learning ecologies situated within the framework of critical-response-ability in the quest for sustainable, thriving, and just futures.
在一个全球气候变化与社会及生态掠夺相互交织的时代，人们越来越认识到构建社会、环境、文化多元、公正且可持续未来的重要性。然而，许多关于改革的呼吁以及围绕可持续性的论述都是由那些拥有权力、特权和认知权威的人通过自上而下的方式发起和界定的，从而将边缘群体的声音、身份和认识论排除在外。在本文中，我们主张有必要设计和发展变革性学习生态，明确将来自非主导社区的青年的多元声音置于重新定义和重新构想关系公正、多元且可持续未来的核心位置。为此，我们试图从基于参与式设计的学习生态中提供实例，以说明通过批判性响应能力，多语言的黑人、棕色人种和拉丁裔社区的中学生声音及能动性是如何成为核心的。这些实例凸显了这些青年如何应对其社区中可持续性的不确定局面，并为传统的基于缺陷的论述和青年赋权提供了反叙事。我们借鉴从多语言青年身上学到的经验，为在批判性响应能力框架内设计变革性学习生态提供一些建议，以追求可持续、繁荣且公正的未来。
