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) .
Mind, Culture, and Activity
Science education -- United States
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.
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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.