ABSTRACT

Background

Everyday digital technologies play an important role in mediating human activity that is socio-political and humanizing. The everyday cyborg engages in speculative fabulation that is about fantastical new world-making in times of multiple crises. The work presented in this article builds on previous projects that have examined how everyday cultural practices mediate consequential learning that is transformative for communities of color.

Methods

Two social design-based studies draw from ethnographic analysis of two teacher education courses as well as two after-school programs focusing on digital fabrication and making and tinkering. Participants included 22 undergraduate pre-service teachers and 10 middle school students from schools in Latinx communities.

Findings

Collaborative cyborg activity, where expertise is distributed, emerged as pre-service teachers and youth collectively engaged with everyday socio-political issues. This article highlights cyborg sociopolitical technical reconfigurations, where learners assembled ideational and material tools to craft objects of learning activity that went beyond those established by schooling and imagined new possible futures.

Contribution

Designing learning ecologies for the everyday cyborg, in this case pre-service teachers and non-dominant youth, fosters an engagement with everyday dilemmas in ways that serve as catalysts for further learning and the new world-making of speculative fabulation.

中文翻译：

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电子人社会政治重构：为学习中的思辨虚构设计

摘要

背景

日常数字技术在调解社会政治和人性化的人类活动方面发挥着重要作用。日常的半机械人参与了关于在多重危机时期创造梦幻般的新世界的投机虚构。本文介绍的工作建立在之前的项目的基础上，这些项目研究了日常文化实践如何调解对有色人种社区具有变革性的后续学习。

方法

两项基于社会设计的研究借鉴了对两门教师教育课程的民族志分析，以及两个侧重于数字制造、制作和修补的课后计划。参与者包括来自拉丁裔社区学校的 22 名本科职前教师和 10 名中学生。

发现

分配专业知识的协作电子人活动作为职前教师和青年集体参与日常社会政治问题而出现。本文重点介绍了电子人社会政治技术重构，学习者在其中组装了概念和物质工具来制作学习活动的对象，这些对象超出了学校教育所建立的对象，并想象了新的可能的未来。

贡献

为日常电子人设计学习生态，在这种情况下是职前教师和非主流青年，以促进进一步学习和新世界创造的方式促进对日常困境的参与。