PERC 2024 Abstract Detail Page
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| Abstract Title: | Gaining power and shaping space through helping in introductory physics classes |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | In physics classrooms, like in society writ large, power is embedded in space--both material space and actors' conceptions of space. In this paper, we explore space and power through the lens of "helping." Through an analysis of a classroom video clip and excerpts from stimulated recall interviews, we offer a case where "helping" mediates spatiality, reifying a hierarchy where some students are positioned as "knowing more" or "doing better" and others are thought of as "knowing less" or "not 'doing it' right." We connect this dynamic to age-old narratives of "helping" that are embedded in white supremacy to critically examine ways "helping" can be oppressive. Analyses like this open up possibilities for re-imagining physics classroom spaces, toward a more just and equitable physics teaching and learning. |
| Footnote: | Supported in part by NSF Grants No. 2201930 & 2201929 |
| Session Time: | Poster Session 2 |
| Poster Number: | B67 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Lauren C. Bauman Western Washington University |
| Co-Author(s) and Co-Presenter(s) |
Trà Huỳnh (she/her), Western Washington University Amy D. Robertson (she/her), Seattle Pacific University Verónica N. Vèlez (she/her/ella), Western Washington University |
