Document Type : Research Article

Authors

1 Professor of Applied Linguistics, Linguistics Program, University of Alaska Fairbanks, Fairbanks, AK, USA, http://orcid.org/0000-0001-7302-0000

2 Associate Professor of Education (retired); Affiliate Assistant Professor, Center for Cross Cultural Studies, University of Alaska Fairbanks, Fairbanks, Alaska, Fairbanks, AK, USA

Abstract

This article examines the onto-epistemological-methodological grounding of a conceptualization of praxis in the context of Indigenous language teaching for maintenance and revitalization.  We conduct a diffractive reading (Barad, 2007) of cultural historical activity theory (Vygotsky, 1978; Engeström, 2001) and PTAR (Kemmis & McTaggert 2005; Siekmann et al., 2019) and pedagogy of multiliteracies (Cazden et al., 1996; Cope & Kalantzis, 2009) to gain new insights into the commensurability of their ontological assumptions and epistemological underpinnings. First we contextualize of our work with-in Indigenous educational communities. Next, we explain Barad’s diffractive methodology and discuss our three insights: 1) the entanglement of being-knowing-doing grounds theory-practice or praxis; 2) cyclic and iterative design cycles in PTAR foster teacher agency; 3) recognizing tensions and contradictions are necessary to facilitate the transformative action of praxis. Our conclusion explains the entanglement of theory-practice in terms of praxis that is based in intra-action. In our conclusion, we propose using a diffractive methodology to read theories through rather than against one another makes visible the intra-theorical conceptualizations as an alternative to discussing these as inter-actions among theoretical concepts.

Keywords

Main Subjects

Article Title [Persian]

خوانش انکساری چندسوادی، اقدام پژوهی مشارکتی معلمان و نظریه فعالیت تاریخی فرهنگی: درهم تنیدگی‌ها و بینش‌ها در آموزش زبان بومی

Authors [Persian]

  • دکتر سبینه سیکمان 1
  • دکتر جون پارکر وبستر 2

1 استاد زبان‌شناسی کاربردی، برنامۀ زبانشناسی، دانشگاه آلاسکا فیربنکس، فیربنکس، آلاسکا، ایالات متحده آمریکا

2 دانشیار بازنشسته آموزش، مرکز مطالعات بین فرهنگی، دانشگاه آلاسکا فیربنکس، فیربنکس، آلاسکا، ایالات متحده آمریکا

Abstract [Persian]

این مقاله به بررسی زمینه‌های هستی ­شناختی، معرفت‌شناختی و روش‌شناختی مفهوم‌ پراکسیس در زمینه آموزش زبان بومی برای حفظ و احیای آن می‌پردازد. ما با ارائۀ یک قرائت انکساری (باراد، 2007) از نظریه فعالیت تاریخی فرهنگی (ویگوتسکی، 1978؛ انگستروم، 2001) و اقدام­ پژوهی مشارکتی معلمان (کمیس و مک تاگرت 2005؛ سیکمان و همکاران، 2019) و آموزش چندسوادی (کازدن و همکاران، 1996؛ کوپ و کلانزیس، 2009) تلاش می­کنیم به بینش­های جدیدی در مورد قیاس­ پذیری مفروضات هستی­ شناختی و زیربنای معرفت­ شناختی این نظریه­ ها دست یابیم. در ابتدا زمینه­ های تحقیق حاضر در جوامع آموزشی بومی ارائه می­ گردد. در مرحله بعد، ضمن توضیح روش­شناسی انکساری باراد، سه فرضیه مورد بحث و بررسی قرار می­گیرد: 1) درهم­ تنیدگی مبانی وجود-معرفت و عمل یعنی عمل در مقابل پراکسیس، 2) تقویت عاملیت معلم از طریق چرخه­ های روش تحقیق مارپیچی و رفت و برگشتی معمول در اقدام ­پژوهی مشارکتی معلمان، و بالاخره 3) ضرورت شناخت تنش­ ها و تضادها برای تسهیل عمل دگرگونی­ پذیر پراکسیس. نتیجه ­گیری ما درهم ­تنیدگی نظریه-عمل را از دیدگاه پراکسیس که در درون کنش نهفته است، توضیح می­دهد. پیشنهاد ما این است که استفاده از روش انکساری در قرائت نظریه­ ها از طریق یکدیگر و نه در مقابل یکدیگر، موجب نمایان­ شدن برداشت­ های درون-نظریه­ ای می­گردد که می­تواند جایگزینی برای بحث در مورد این نظریه­ ها در قالب بده­ بستان بین مفاهیم نظری باشد.

Keywords [Persian]

  • پراکسیس
  • اقدام‌پژوهی مشارکتی معلمان
  • چندسوادی
  • زبان‌های بومی
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