Developing Frameworks

ETR745x
What are key concepts?

• Learning and development

• Culture
• (Teen) Motherhood
• Identity
How have these been conceptualized?

Learning
• Learners as “clean slates” responding to external
stimuli (behaviorist)
• as embedded in and shaped by cultural contexts
(sociocultural theories of learning; Vygotsky)
• As situated, within communities of practice (Lave
& Wenger)
How have these been conceptualized?

Culture
• As monolithic, static and unchanging, as a
determinant
• As complex, dynamic and malleable, hybrid
(Geertz, Rogoff & Gutierrez)
How have these been conceptualized?

Motherhood
• Teen motherhood as leading to negative
consequences (Furstenburg)
• Parenting as dynamic, socially constructed,
historically situated (Holland et al, Coontz, 1992)
• Teen motherhood as a site for reconstruction,
developing new purposes (Proweller)
• Reproductive justice as a lens for understanding . . .
(Ross)
How have these been conceptualized?

Identity
• As singular, stable, fixed
• As occurring in set of universal linear stages
(Erikson)
• As multiple, shaped by sociohistorical conditions
but malleable and open to change; notion of agency
and “history in person” (Holland et al)
• Intersectional identities (Crenshaw)
 Data Collection

Sociocultural views of learning

• Observe learning in context
• View contexts as complex, multi-layered
View of young motherhood as a resource, using a
reprojust lens
• Acknowledge multiple approaches to parenting
• Questions that ask about goals and purposes
• A shift from measuring negative consequences to an
emphasis on knowledge and resources
Identity and culture as dynamic and malleable; intersectional
• Ask questions about background
• Learn more about contexts for learning and development
• Practices and perspectives always situated in contexts