Actions of their own to learn : : studies in knowing, acting, and being / / edited by Bonnie Shapiro.

• Superior document: Transgressions: cultural studies and education ; TCSE124
• TeilnehmendeR: Shapiro, Bonnie L.
• Place / Publishing House: Leiden ;, Boston : : Brill Sense.; c2018.
• Year of Publication: 2018
• Language: English
• Series: Transgressions: Cultural Studies and Education 124.
• Physical Description: 1 online resource (283 pages).
• Other title: Front Matter --; Copyright page --; Agency, Personal Meaning, Action, and Activism in Research and Learning Bonnie Shapiro --; Action to Learn as a Form of Knowledge /; Activism, Action and Becoming /; Walking My Talk /; Transforming Park Education as a Transformed Park Educator /; Actions of Their Own to Learn in Knowledge Building Communities --; Taking Actions to Learn as Part of a Classroom Collective /; Taking Action to Learn by Asking One’s Own Questions in a Physics Course for Prospective Teachers /; Primary School Students’ Constructions of Help-Seeking /; The School That Listens /; Understanding and Supporting Professionals’ Own Efforts to Learn in Online Health Disciplines Courses /; Participative Research, Teaching, and Learning: Disrupting Social and Political Discourses --; Student-Led Learning for ‘Altruistic’ Socio-Political Actions /; Learning to Engage in Social Action Using Photovoice /; Adapting Photovoice in the Classroom /; A New Paradigm for Teaching, Leading and Learning in Participatory Learning Environments /; Designing Support for Active Participation in Learning and Research /; Back Matter --; About the Contributors.
• Bibliography: Includes bibliographical references.
• ISBN: 9463512004
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Bonnie Shapiro.

What does it mean to take actions of one’s own to learn? How do human beings create meaning for themselves and with others? How can learners’ active efforts to build knowledge be encouraged and supported? In this edited compilation, scholars from a diverse range of academic and professional backgrounds address these questions, grounded in the conviction that the ability to take effective action of one’s own to learn is itself an essential form of knowledge. In an era of dramatic social, environmental and political change, the need to access vast amounts of information to make decisions demands that learners become active agents in their own knowledge development. Educators are transforming ideas about their role(s) as they strive to provide guidance to help learners take the lead in their own learning. Learners are building new ideas about their capacities to gather and organize information while working with others. No longer simply consumers of information, they are beginning to see themselves as capable and effective researchers. Researchers are also expanding ideas about their knowledge-gathering work and identities. No longer simply reporters of information, researchers are seeing themselves as learners, as they engage in deeper, more collaborative ways with participants in their research. Chapter authors describe their dedicated, and often career long journeys to show the vital connections between knowledge, acting to learn, identity and being. To engage in this work means disrupting traditional ideas about how knowledge is most effectively acquired. This book will inspire researchers, educators and educational planners as they build the kinds of new participative structures needed to support individual and collective actions to learn.