BEGIN:VCALENDAR VERSION:2.0 PRODID:-//128.200.235.219//NONSGML kigkonsult.se iCalcreator 2.20// CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:DML2015 X-WR-CALDESC:Equity by Design X-FROM-URL:http://dml2015.dmlhub.net X-WR-TIMEZONE:America/Los_Angeles BEGIN:VTIMEZONE TZID:America/Los_Angeles X-LIC-LOCATION:America/Los_Angeles BEGIN:STANDARD DTSTART:20161106T020000 TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST END:STANDARD BEGIN:DAYLIGHT DTSTART:20170312T020000 TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:ai1ec-11218@dml2015.dmlhub.net DTSTAMP:20170323T214259Z CATEGORIES;LANGUAGE=en-US:ED/Equity by Design CONTACT: DESCRIPTION:
Organizer: Erica Halverson\, Kimberly Sheridan
\nPresen
ters: Breanne Litts\, Abigail Konopasky\, Lisa Brahms
\nDiscussant: C
rystle Martin
In this panel we share findings from our work in the Learning in the Making Lab that focus on understanding identity in making and makerspaces. While Dale Dougherty – often called the father of the ma ker movement – asserts that everyone is a maker (2012)\, it is not clear t hat individuals and groups automatically take on identities of participati on within the maker landscape. This is especially important given critique s about the white male dominance that is often asserted in public construc tions of who gets to be a maker. We seek to understand when and how identi ties are constructed through participation in maker processes.
\nIn earlier work\, we have described how participating in art-making processes can support both individualistic and collectivistic conceptions of identi ty (Halverson\, Lowenhaupt\, Gibbons & Bass\, 2009). Researchers who study identity development in art-making tend to conceive of “identity” as a pr operty of an individual (e.g. Fleetwood\, 2005\; Wiley & Feiner\, 2001\; W orthman\, 2002). However\, in some communities\, the collective group itse lf has a prominent role in both the process and the products of students’ art (Bing-Canar & Zerkel\, 1998\; Mayer\, 2000). In more collectivist-orie nted communities\, groups (as opposed to individuals) often determine the topics of youth art and co-compose the products\, taking over from one ano ther based on availability\, expertise\, and interest. Halverson et al. (2 009) provided evidence that adolescents use artistic production to explore collective identity development\, specifically in rural communities that orient their young people toward community-oriented visions of identity. p>\n
Our research findings confirm and extend earlier observations aroun d identity and participation in artistic production. First\, we find that making affords a range of identity stances – artist\, engineer\, architect \, and entrepreneur – all of which are equally viable within the makerspac e. However\, we also find that makerspaces construct and communicate desir ed identity stances through their public communications in ways that likel y constrain who comes to see themselves as makers. So while making activit ies support a range of identities in practice\, makerspaces seem to have a strong sense of ethos that constrains who can identify as a maker.
\n< p>The question “what makes a maker” is a fascinating conversation to have in light of potential parallels with schooling. In studies of schooling an d learning we never ask\, “what makes a student?” and we rarely ask\, “wha t makes a learner?” When we do\, the inquiry is framed in terms of the soc iocognitive habits of individuals or in terms of becoming a learner despit e school (see\, for example work by Nasir\, Hand\, & Taylor (2008) that ex plores identity and math practices outside the classroom). Understanding h ow young people become makers\, what their identity kit looks like\, and h ow identities are afforded and constrained in makerspaces has the potentia l to contribute to the conversation around competency-based learning acros s the contexts of young peoples’ lives. DTSTART;TZID=America/Los_Angeles:20150612T110000 DTEND;TZID=America/Los_Angeles:20150612T123000 LOCATION:CA Ballroom F SEQUENCE:0 SUMMARY:12724 ED: What Makes a Maker?: Four Ways to Conceptualize Identity in Makerspaces URL:http://dml2015.dmlhub.net/event/12724panel-edidentity-and-the-maker-mov ementcommunity-ethos-and-individual-stances/ X-TAGS;LANGUAGE=en-US:panel END:VEVENT END:VCALENDAR