Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study

Etan Cohen

Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study

Etan Cohen

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Scholars of critical pedagogy have long argued for the transformation of schools from oppressive to emancipatory. Although Knowledge Building Communities (KBCs) were initially designed to achieve epistemic goals there exists a significant overlap between the theory underlying the KBC approach and Freire's notion of problem-posing education. Therefore, we asked how KBCs could mediate some key features of problem-posing. In this paper, we present qualitative findings from an exploratory case study of a KBC that was designed for the purpose of problem-posing. Our findings indicate that repurposing KBCs to achieve ethical aims holds promise, and we conclude with some specific question that we believe would be worthwhile to investigate in future studies.

Original language	English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Publisher	International Society of the Learning Sciences (ISLS)
Pages	35-42
Number of pages	8
ISBN (Electronic)	9781737330653
State	Published - 1 Jan 2022
Externally published	Yes
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/06/22 → 10/06/22

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

Cohen, E. (2022). Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 35-42). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Cohen, Etan. / Advancing the goals of problem-posing education in a Knowledge Building Community : An exploratory case study. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. pp. 35-42 (Proceedings of International Conference of the Learning Sciences, ICLS).

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title = "Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study",

abstract = "Scholars of critical pedagogy have long argued for the transformation of schools from oppressive to emancipatory. Although Knowledge Building Communities (KBCs) were initially designed to achieve epistemic goals there exists a significant overlap between the theory underlying the KBC approach and Freire's notion of problem-posing education. Therefore, we asked how KBCs could mediate some key features of problem-posing. In this paper, we present qualitative findings from an exploratory case study of a KBC that was designed for the purpose of problem-posing. Our findings indicate that repurposing KBCs to achieve ethical aims holds promise, and we conclude with some specific question that we believe would be worthwhile to investigate in future studies.",

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Cohen, E 2022, Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 35-42, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/06/22.

Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study. / Cohen, Etan.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. International Society of the Learning Sciences (ISLS), 2022. p. 35-42 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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N2 - Scholars of critical pedagogy have long argued for the transformation of schools from oppressive to emancipatory. Although Knowledge Building Communities (KBCs) were initially designed to achieve epistemic goals there exists a significant overlap between the theory underlying the KBC approach and Freire's notion of problem-posing education. Therefore, we asked how KBCs could mediate some key features of problem-posing. In this paper, we present qualitative findings from an exploratory case study of a KBC that was designed for the purpose of problem-posing. Our findings indicate that repurposing KBCs to achieve ethical aims holds promise, and we conclude with some specific question that we believe would be worthwhile to investigate in future studies.

AB - Scholars of critical pedagogy have long argued for the transformation of schools from oppressive to emancipatory. Although Knowledge Building Communities (KBCs) were initially designed to achieve epistemic goals there exists a significant overlap between the theory underlying the KBC approach and Freire's notion of problem-posing education. Therefore, we asked how KBCs could mediate some key features of problem-posing. In this paper, we present qualitative findings from an exploratory case study of a KBC that was designed for the purpose of problem-posing. Our findings indicate that repurposing KBCs to achieve ethical aims holds promise, and we conclude with some specific question that we believe would be worthwhile to investigate in future studies.

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Cohen E. Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. International Society of the Learning Sciences (ISLS). 2022. p. 35-42. (Proceedings of International Conference of the Learning Sciences, ICLS).

Advancing the goals of problem-posing education in a Knowledge Building Community: An exploratory case study

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ASJC Scopus subject areas

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