Sharing Some Recent Highlights…

Dear My/Our Community – A note of Gratitude: Written on my blog

Sharing the portrayal of learning observed during the COVID-19 pandemic, to counter the commonly circulated discourse of “learning loss.” Our article showcases intergenerational transdisciplinary knowing embodied and emplaced on the “Peace Farm” cultivated with love, by a family who experienced forced displacement due to war.

Takeuchi, M.A., Dadkhahfard, S., Kopparla, M., & Elhowari, R. (2024). Intergenerational transdisciplinary knowing toward stewarding the land of refuge: Learning through the pandemic. Cultural Studies in Science Education. Advance online publication: https://doi.org/10.1007/s11422-024-10218-2 (full-text available for viewing: https://rdcu.be/dKh2H)  

The discussion around power, equity, and justice in learning is still scarce in the context of Japanese cognitive sciences and learning sciences. This publication written intentionally in Japanese is one way to evoke the conversations around power that ubiquitously shapes what is learned, how learning happens, and who learners become through learning, reflecting in the unique geopolitical contexts of Japan.

Takeuchi, M.A. & Ishiguro, H. (2023). 社会環境デザインとしての学習―学習研究はなぜ公正と権力を問わなければならないのか [Learning as socio-environmental design: Toward the research on equity and power in learning in the context of Japan]. 認知科学 [Cognitive Studies] Advanced online publication (full-text): https://www.jstage.jst.go.jp/article/jcss/advpub/0/advpub_2022.089/_pdf/-char/ja

Adding to the discussion on colonial labeling and identities around “English language learners.” Calling for anti-colonial approaches to languages in science and mathematics education.

Takeuchi, M.A., Kayumova, S., De Araujo., & Madkins, T. (2022). Going beyond #RetireELL: A call for anti-colonial approaches to languages in STEM education. Journal of Research in Science Teaching, 59 (5), 876-879. http://doi.org/10.1002/tea.21764 Full text available here

What kinds of portrayal can we depict if we dismantle colonial imaginaries of STEM education and instead center decolonial love—love that resists the nature-culture or nature-society divide, love to know our responsibilities and enact them in ways that give back, love that does not neglect historical oppression and violence yet carries us through?

Takeuchi, M.A. & Marin, A. (2022). “Globalization,” coloniality, and decolonial love in STEM education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.1655 Full text available here

A brief report! Land-based learning opportunities to challenge geographical inequities, sense of disconnection through community-based partnerships (more in UToday):

Takeuchi, M.A., Chowdhury, A., Kopparla, M., Thraya, S., Yuen, J., Czuy, K., Mambo, T., Olson, R., Sobh, H., & Fakih, A. (2021). Soil camp: Learning with the land toward refugee integration, diversity and sustainability through community partnerships 2020-21. University of Calgary. http://hdl.handle.net/1880/113973 Full text available here

Interrogating the taken-for-granted categorization from the perspective of colonial geopolitical formation of identities (more in my Blog):

Takeuchi, M.A.. (2021). Geopolitical configuration of identities and learning: Othering through the institutionalized categorization of “English language learners.” Cognition and Instruction, 39(1), 85-112. doi: 10.1080/07370008.2020.1825438 Full text available here

Illuminating how the collective of activists led by a migrant woman of color countered the official data that did not reveal marginalized voices (more in my Blog)

Takeuchi, M.A. & Aquino Ishihara, V. (2021). Learning to assemble the hidden bodies: Embodied and emplaced mathematical literacy in transnational migrant activism. Journal of the Learning Sciences, 21(1), 103-124. https://doi.org/10.1080/10508406.2020.1820341 Full text available here