Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning

Soo Yean Shim, Christina Krist

Research output: Contribution to journalArticlepeer-review

Abstract

This commentary to Ha and Kim’s article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students’ participation in collaboration and learning, based on our comprehensive review of Ha and Kim’s and other relevant studies. We argue that framing can be a useful tool for (1) understanding both moment-to-moment and long-term changes in classroom communities, (2) gaining insights into students’ identity work and figured worlds, and (3) exploring the dynamics of students’ epistemological and positional perceptions. Researchers and practitioners could build on these arguments about the expansive uses of framing to foster students’ equitable interactions and productive learning in classroom communities.

Original languageEnglish (US)
JournalCultural Studies of Science Education
DOIs
StateAccepted/In press - 2022

Keywords

  • Epistemic practice
  • Framing
  • Identity
  • Positioning
  • Small group

ASJC Scopus subject areas

  • Cultural Studies

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