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Learning in/through Bodies-in-Places toward Justice and Transdisciplinarity

I value working collaboratively with learners, teachers, community activists, and “families” to center historically hidden and geopolitically marginalized disciplinary knowing toward socioecological justice.

I aim to co-design the learning environments that can leverage learners’ embodied and emplaced disciplinary experiences and languages into transdisciplinary imagination toward social and environmental justice. 

Latest News

** 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