Blog

Soil Camp 2021: Community partnership provides opportunities for refugee students to connect with the land

During the pandemic, community gardens and urban farms served as one of the few places people could safely gather and socialize, yet access to green space is not equally distributed. A unique partnership between the Werklund School of Education and community partners is challenging this inequity through land-based learning opportunities.    This summer, 65 children and youth ranging inContinue reading “Soil Camp 2021: Community partnership provides opportunities for refugee students to connect with the land”

Journal of the Learning Sciences Webinar: Learning in and for collective action

Recording of this event is available now! See the link and password included in this post. Thank you so much for joining the launch webinar of the new Journal of the Learning Sciences special issue around “Learning in and for Collective Action” (guest edited by Dr. Joe Curnow & Dr. Susan Jurow). When: May 28, 2021, 12 pm – 1:30Continue reading “Journal of the Learning Sciences Webinar: Learning in and for collective action”

In The Conversation

Scott White, Editor-in-Chief at The Conversation explains its mission as follows: “In the book The Elements of Journalism, authors Bill Kovach and Tom Rosenstiel state the ‘purpose of journalism is to give people the information they need to make better decisions about their lives and society.’ That lines up nicely with the mission statement of The Conversation:Continue reading “In The Conversation”

Mathematical Literacy in/for Transnational Activism: Critical Conceptualization of Embodiment and Emplacement

I wrote this article for the Journal of the Learning Sciences, with Virgie Aquino Ishihara, a long-term volunteer community activist who has long (for over 20 years) been working with Filipino migrant communities in Japan to redress violence rooted in human trafficking in transnational entertainment industry. Her activism centers love and care toward fellow migrantContinue reading “Mathematical Literacy in/for Transnational Activism: Critical Conceptualization of Embodiment and Emplacement”

Labeling and learning — How does the institutionalized label “English language learner” shape learner experiences in agentive mathematics pedagogy?

How does this Google search with a keyword of “Afghanistan” (e.g., “war” comes up first in the search) relate to in-school learning?   The media provides symbolic resources of racism in our daily interactions. The media representation of Afghanistan in North America has been skewed towards wars, especially towards pro-war against Muslims who were portrayedContinue reading “Labeling and learning — How does the institutionalized label “English language learner” shape learner experiences in agentive mathematics pedagogy?”

Unveiling the Hidden Embodied Mathematical Knowledge

I start this blog with a story of May – she was a migrant student from the Philippines and lived in an urban city of Japan.  Because of the immigration policy, May could not be granted permanent residency or citizenship. This political context placed many children of migrant families including May in stressful and uncertain circumstances.Continue reading “Unveiling the Hidden Embodied Mathematical Knowledge”

Friendships and Learning for Immigrant and Refugee Students

How did the intimate relationships you built (friends, someone you respect, someone you love) affect your learning?   When I was doing a research project at a school, I noticed an interesting pattern. Immigrant and refugee students who were seen as “quiet” “shy” or “needing help” looked like completely different people when they were working with friends.Continue reading “Friendships and Learning for Immigrant and Refugee Students”