In this chapter, we examine a significant shift in research in the learning sciences, mathematics education, and science education that increasingly attends to the co-construction of power and learning. We review articles in these fields that embody a new sense of theoretical and methodological possibilities and dilemmas, brewing at the intersections of critical social theory and the methodological approaches of interaction analysis and microgenetic analysis. We organize our review into three thematic categories: (1) the dynamic construction of identity and ideology, (2) attending to the organization of a learning environment, and (3) leveraging and repurposing tools. Reading across these thematic areas, we identify and outline a burgeoning subfield that we term critical interaction and microgenetic analysis. By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics. In our conclusions, we suggest six analytical commitments that are important to hold when engaging in critical interaction and microgenetic analysis.

中文翻译：

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学习科学、数学教育和科学教育中权力与学习共建的新视角

在本章中，我们考察了学习科学、数学教育和科学教育研究的重大转变，这些转变越来越关注权力和学习的共建。我们回顾了这些领域中的文章，这些文章体现了一种新的理论和方法论的可能性和困境，在批判社会理论与相互作用分析和微观遗传分析的方法论方法的交叉点上酝酿。我们将我们的评论分为三个主题类别：（1）身份和意识形态的动态构建，（2）关注学习环境的组织，以及（3）利用和重新利用工具。阅读这些主题领域，我们确定并概述了一个新兴的子领域，我们称之为关键相互作用和微遗传分析。通过将这些文章集合在一起，本章为权力和学习的主张提供了集体认知和经验的权重，这些主张是通过相互作用、微观遗传和结构动力学共同构成和共同构建的。在我们的结论中，我们提出了六项分析承诺，这些承诺在进行关键相互作用和微遗传分析时很重要。