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Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes

Education & Informatics, University of California, Irvine, CA 92697, USA
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Educ. Sci. 2020, 10(5), 143; https://doi.org/10.3390/educsci10050143
Received: 31 March 2020 / Revised: 13 May 2020 / Accepted: 19 May 2020 / Published: 21 May 2020
(This article belongs to the Special Issue Young Children, Maker Literacies and Social Change)
The maker movement advocates hands-on making with emerging technologies because of its value for promoting innovative and personally meaningful transdisciplinary learning. Educational research has focused on settings that primarily serve youth from dominant groups, yet we know surprisingly little about making among minoritized youth and the kinds of resources that support their making. This study sought to better understand the extent to which maker practices are present in the lives of minoritized youth and the network of resources that support their engagement. In this study, we analyzed survey responses of 52 youth from an urban, under-resourced community in Chicago and conducted an inductive thematic analysis of 20 interviews through a model of connected learning. Findings showed these youth participated in a diverse range of interest-driven, low-tech maker activities in their own homes more often than in school, after school programs, or through online resources and communities (i.e., YouTube, Internet, social media). Many youths displayed different levels of participation with intergenerational support, as parents and extended family members supported youth in their hands-on making. This work opens up pathways for fostering connected learning opportunities within minoritized communities by building on existing learning experiences within home settings and supportive relationships. View Full-Text
Keywords: making; family making; maker literacy; connected learning; interest-driven learning; intergenerational learning; family-based learning making; family making; maker literacy; connected learning; interest-driven learning; intergenerational learning; family-based learning
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MDPI and ACS Style

Peppler, K.; Sedas, R.M.; Dahn, M. Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes. Educ. Sci. 2020, 10, 143. https://doi.org/10.3390/educsci10050143

AMA Style

Peppler K, Sedas RM, Dahn M. Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes. Education Sciences. 2020; 10(5):143. https://doi.org/10.3390/educsci10050143

Chicago/Turabian Style

Peppler, Kylie; Sedas, R. M.; Dahn, Maggie. 2020. "Making at Home: Interest-Driven Practices and Supportive Relationships in Minoritized Homes" Educ. Sci. 10, no. 5: 143. https://doi.org/10.3390/educsci10050143

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