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Studying Movement, Hybridity, and Change: Toward a Multi-sited Sensibility for Research on Learning Across Contexts and Borders


by Shirin Vossoughi & Kris D. Gutiérrez — 2014

This chapter brings together cultural-historical approaches to human development with interpretive and multi-sited ethnography in order to: (a) develop ethnographic tools that attend to the ways young people learn within and across multiple contexts; (b) draw from and contrast the methodological insights of single and multi-sited ethnography; and (c) glean principles that help constitute a “multi-sited sensibility” appropriate for taking a more expansive approach to learning that advances conceptions of learning as movement.


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This article originally appeared as NSSE Yearbook Vol 113. No. 2.


Cite This Article as: Teachers College Record Volume 116 Number 14, 2014, p. 603-632
http://www.tcrecord.org ID Number: 18309, Date Accessed: 12/16/2017 5:16:47 PM

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About the Author
  • Shirin Vossoughi
    Northwestern University
    E-mail Author
    SHIRIN VOSSOUGHI received her PhD in education from UCLA in 2011. She recently completed a postdoctoral fellowship at Stanford University and the San Francisco Exploratorium, where she led an ethnographic research project on the development of scientific dispositions through tinkering activities that blend STEM learning and the arts. She also taught a course on culture, learning, and poverty. More broadly, her work centers on the anthropology of learning, equity, and social change. As an educator and second-generation Iranian immigrant, she is also personally invested in developing humanizing and intellectually rich educational contexts for migrant, immigrant, and diasporic youth. She is currently an Assistant Professor at the School of Education and Social Policy at Northwestern University.
  • Kris Gutiérrez
    University of California, Berkeley
    E-mail Author
    KRIS D. GUTIÉRREZ is Professor of Language Literacy and Culture in the Graduate School of Education, University of California, Berkeley. Previously, she was Professor of Learning Sciences and Literacy and the Inaugural Provost’s Chair at the University of Colorado, Boulder and Professor Emerita of Social Research Methodology at the Graduate School of Education and Information Studies at the University of California, Los Angeles. Professor Gutiérrez is a national leader in education, with an emphasis in literacy, learning, and interpretive approaches to inquiry. Her research examines learning in designed learning environments termed social design experiments, with particular attention to students from non-dominant communities and English learners. Her work on third spaces examines the affordances of syncretic approaches to literacy learning and remediation of functional systems of learning. Professor Gutiérrez’s research has been published widely and she is coeditor of Learning and Expanding with Activity Theory, with A. Sanni.
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