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Debugging Robotic Machines in Transdisciplinary Spaces

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Abstract

This paper focuses on a transdisciplinary research project in a historically underrepresented public school in Toronto, Canada. At the intersection of elementary science, technology, and arts-based curriculum, the project employs the feminist new materialist practice of “diffraction” (Barad, 2007) in an after-school robotics club. Following a Baradian ethics, an emphasis is placed on the process of designing machines, which illuminates the need for different modes of measurement in educational research that account for the ongoing relationships within collective learning environments.

Résumé

Cet article se penche sur un projet de recherche transdisciplinaire réalisé dans une école publique historiquement sous-représentée, à Toronto, au Canada. Se situant au carrefour des curriculums scolaires de sciences, de technologies et des arts au primaire, le projet applique, dans le cadre d’un club parascolaire de robotique, la nouvelle pratique matérialiste féministe de la « diffraction » (Barad 2007). En s’alignant sur les principes de l’éthique baradienne, l’accent est mis sur le processus de conception des machines, éclairant ainsi le besoin de recourir à différents systèmes de mesure en recherche pédagogique qui tiennent compte des relations continues qui existent au sein d’environnements d’apprentissage collectifs.

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Authors and Affiliations

  1. Department of Elementary Education, University of Alberta, Edmonton, Alberta, Canada

    Nikki Rotas

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  1. Nikki Rotas
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Correspondence to Nikki Rotas.

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Rotas, N. Debugging Robotic Machines in Transdisciplinary Spaces. Can. J. Sci. Math. Techn. Educ. 18, 232–241 (2018). https://doi.org/10.1007/s42330-018-0028-x

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  • DOI: https://doi.org/10.1007/s42330-018-0028-x

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