Sponsor
Publication of this article in an open access journal was funded by the Portland State University Library’s Open Access Fund. The work was supported by the National Institute of General Medical Sciences [RL5GM118963,UL1GM118964]; National Science Foundation (USA) [1008634].
Published In
Mind, Culture, and Activity
Document Type
Article
Publication Date
2-23-2022
Subjects
Science education -- United States
Abstract
Vygotskyan-inspired theories of learning have been applied in science education research, yet to more explicit attention to links between local social interactions and cultural-historical processes is needed advance critical theories of science learning. This microgenetic case study examined identity and motivation processes in a 7th grade inquiry science context with the goal of better historicizing these processes by describing the phenomenon of exclusion cascades in relation to two backgrounded cultural-historical processes, alienation and the social division of labor. Exclusion cascades highlighted the mutual constitution of competence and belonging. Implications are discussed with respect to challenging adaptationist ethos in science education.
Rights
Copyright (c) 2023 The Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Locate the Document
DOI
10.1080/10749039.2023.2178014
Persistent Identifier
https://archives.pdx.edu/ds/psu/39642
Citation Details
Adams-Wiggins, K. R., & Dancis, J. S. (2023). Marginality in inquiry-based science learning contexts: the role of exclusion cascades. Mind, Culture, and Activity, 1-18.