Profile profile northwestern university secondary level of education in pakistan

Prior to joining the Learning Sciences faculty at Northwestern University in 2014, Shirin Vossoughi was a postdoctoral fellow at Stanford University and the Exploratorium, where she led an ethnographic study of after-school programs that blend scientific inquiry, literacy and the arts. More broadly, she draws on a range of interpretive methods to study the social, historical, political and ethical dimensions of learning.

Bringing together the ethnographic study of talk and interaction with cultural-historical approaches to learning, Vossoughi seeks to integrate macro-political concerns (the roots of educational inequity, transnational migration, neoliberalism) with detailed studies of educational settings that imagine and enact alternative social relations. Vossoughi’s research centers on hybrid learning environments that blend formal and informal elements and support young people to engage in sophisticated forms of disciplinary thinking while questioning and expanding disciplinary boundaries.

She is particularly concerned with the forms of pedagogical mediation and developmental trajectories that take shape within these settings. Vossoughi’s research therefore focuses on the following key phenomena: apprenticeship and joint activity; language and literacy practices; play and creativity; the subjective experience of educational dignity and indignity; the tensions and possibilities of political education; and the micro-genetic (moment-to-moment and day-to-day) development of scientific, social analytic and artistic discourse and practice .

Vossoughi has taught in schools, after-school and summer programs, and served as the director of a summer camp for youth in the Iranian diaspora. As the daughter of Iranian immigrants, she is personally invested in the design and study of educational settings for youth from migrant, immigrant and diasporic backgrounds. please specify highest level of education completed She has also designed and taught university-level courses on culture, learning, ethnography and social theory. She takes a collaborative approach to research, partnering with teachers and students to study the conditions that foster educational dignity and possibility.

Learning, Literacies & Political Education: Political education provides an essential context for young people to critically analyze their lived experiences as tied to broader socio-political systems, and to consider their role as historical actors. This strand of work focuses on moment-to-moment processes of mediation and learning within political education, including how epistemic openness can be enacted to support dynamic forms of social analysis, reading and writing. I define epistemic openness as the pedagogical practice of an intellectual generosity that privileges multiple sources of authority and meaning, and treats difference, tension, and dissent as resources for the development of more complex analyses (Roseberry, et. al., 2010; Talero, 2008). This work is grounded in two settings: The UCLA Migrant Student Leadership Institute (MSLI), and the SESP Leadership Institute (SLI), two summer academic programs serving first generation and low-income students. Currently, we are looking closely at the role of written feedback in students’ development as creative scholarly writers within SLI. highest level of education degree More broadly, I am interested in how socio-cultural theories of learning can deepen and expand critical pedagogies, and how key concepts in critical pedagogy can deepen and expand our theories of learning.

Making/Tinkering, Embodied Learning & Educational Justice : This project is rooted in a partnership between the Exploratorium and Boys & Girls Clubs serving communities of color in San Francisco. I have been working with Meg Escudé (Director of the Tinkering After-School Program or TAP) over a five-year period to study the development of after-school tinkering settings. Tinkering activities are designed to contextualize scientific concepts and practices in meaningful activity; emphasize play, iteration, and the arts; and support multiple ways of knowing. This research focuses on the nature of teaching and learning in the context of tinkering/making, the ways these settings design for educational justice, and the shifts in participation and identity that emerge among participants over an extended period of time. what is your highest education level Based on the hands-on, collaborative nature of tinkering activities, our research on TAP has also led us to center the embodied dimensions of human learning. While all learning is, in a sense, “embodied,” our use of this term highlights both the physical, gestural, and material dimensions of learning interactions, and the kinds of ethical and pedagogical values expressed therein. We argue that patterns in embodied interactions are consequential to the distribution of knowledge in a setting, and to the ways children come to experience themselves as competent and respected thinkers. Lastly, through a new project that involves interviewing artists and engineers outside the West who take a political approach to making, we are working to understand the intersections of political critiques and values and scientific/technical processes. This project is aimed at the development of learning environments that design for rich intersections between invention, artistic activity, socio-political and decolonial concerns. Our research on tinkering has been supported by the Gordon and Betty Moore Foundation, the Spencer/NAEd post-doctoral fellowship, and the SESP Global Initiative.

Learning & Educational Dignity: Under the leadership of Dr. Manuel Espinoza and in collaboration with Dr. average level of education in the us Mike Rose, this project seeks to develop an empirical framework for studying the nexus of learning, dignity, and educational rights . We define dignity as the multifaceted sense of a person’s value generated via substantive educational experiences that recognize and cultivate one’s mind, humanity, and creative potential. These experiences are generated and guided by particular things teachers and students say and do in interaction, and those linguistic and interactional moves can be charted and analyzed. The sense of fuller “humanness” and growth that results from such encounters is in line with discussions of dignity in the literature on human rights and could establish the ground for legal arguments regarding education as a fundamental right (Espinoza, Vossoughi & Rose, Under Review). We have also investigated the ways educational rights are affirmed, negated, and produced not only through the law, but through an evolving spectrum of educational activities embedded in everyday life (Espinoza & Vossoughi, 2014).

Participatory Design Research: Research that meaningfully supports educational design and practice requires deep engagement with the needs and expertise of educators, children/youth and families. To this end, I have collaborated with Dr. Megan Bang to articulate the contours of Participatory Design Research (PDR), a design-based methodology that draws from social design experiments (Gutiérrez & Vossoughi, 2010), formative interventions (Engeström, 2011), and community based design research (Bang. et. al., 2016). Key concerns within PDR include the power-laden relationships between researchers and “the researched,” the conditions that help transform these relations, the need to document and study processes of partnering themselves, and related questions of ethics and sustainability. Drawing on PDR methodology, I have recently developed a partnership with a Chicago-based Iranian school, and carried out a series of design circles with parents. These circles focused on identifying the educational needs of families in the Iranian diaspora, particularly in a context of heightened anti-immigrant sentiment. employment statistics by education level This work is part of the University of Washington’s Family Leadership Design Collaborative.

In collaboration with Dr. Kris Gutiérrez, I also consider how developments in multi-sited ethnography offer tools for studying the ways learning unfolds across distinct and sometimes incongruent settings, and challenging the imposition of normative cultural categories on the learning experiences of non-dominant youth. Such “multi-sited sensibilities” inquire into the ways people, ideas, tools, artifacts and questions move and become reconstituted across the boundaries of school, home, and community spaces. This work productively complicates notions of “transfer” by considering how context is consequential to the recognition and leveraging of relevant intellectual practices, and the complex role of power and agency in what gets carried forward from particular learning experiences, when, how, and toward what ends.

These strands of research share a common concern with challenging deficit ideologies, foregrounding everyday activity and studying the transformative potential of well-designed learning ecologies. I am also increasingly drawn to the aesthetic dimensions of educational ethnography, including the role of the arts in interpreting and representing learning interactions, and the ways aesthetics shape the experience of learning itself.