Abstract
This commentary to Ha and Kim’s article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students’ participation in collaboration and learning, based on our comprehensive review of Ha and Kim’s and other relevant studies. We argue that framing can be a useful tool for (1) understanding both moment-to-moment and long-term changes in classroom communities, (2) gaining insights into students’ identity work and figured worlds, and (3) exploring the dynamics of students’ epistemological and positional perceptions. Researchers and practitioners could build on these arguments about the expansive uses of framing to foster students’ equitable interactions and productive learning in classroom communities.
요약
본 논평에서는 프레이밍이라는 해석적 틀을 교육 연구에 응용하는 세 가지 방법을 제안한다. 프레이밍은 “지금 여기서 무슨 일이 일어나고 있는가?”에 대한 사람들의 인식과 기대를 의미한다. 본 논평에서는 본 호에 실린 하희수와 김희백의 논문을 포함한 다양한 선행 연구들을 바탕으로, 프레이밍을 활용하여 사회적으로 소외된 학생들의 협력과 학습을 분석하는 방안에 초점을 맞춘다. 프레이밍을 활용하는 세 가지 방안은 다음과 같다. 첫째, 프레이밍은 교실 공동체에서 순간순간 그리고 장기간에 걸쳐 이루어지는 변화들을 탐색하는 데 유용하게 쓰일 수 있다. 둘째, 프레이밍은 학생들의 정체성 형성과 변화를 이해하는 데 있어 유용한 정보를 제공할 수 있다. 마지막으로, 프레이밍은 역동적으로 변화하는 학생들의 인식론적 관점과 위치 짓기를 분석하는 데 유용하게 쓰일 수 있다. 본 논평에서 제안하는 프레이밍 활용 방안들을 통해, 연구자들과 실행가들은 교실 공동체에서 보다 평등한 상호작용과 생산적인 학습을 지원하기 위한 시사점을 얻을 수 있을 것이다.
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24 September 2022
A Correction to this paper has been published: https://doi.org/10.1007/s11422-022-10139-y
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Acknowledgements
We would like to thank Jennifer Richards, Mon-Lin Monica Ko, and Christa Haverly for their helpful feedback. This study was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2021S1A5B5A16076898); and a University of Illinois’ Bureau of Education Research Hardie Faculty Fellows Program award to Christina Krist.
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This review essay addresses issues raised in Heesoo Ha and Heui-Baik Kim’s paper entitled: How a marginalized student’s attempts to position himself as an accepted member are constrained or afforded in small-group argumentation (https://doi.org/10.1007/s11422-021-10100-5).
The original online version of this article was revised: The affiliation for first author was incorrectly published in affiliation and in biography.
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Shim, SY., Krist, C. Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning. Cult Stud of Sci Educ 17, 937–944 (2022). https://doi.org/10.1007/s11422-022-10122-7
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DOI: https://doi.org/10.1007/s11422-022-10122-7