Abstract

To provide appropriate learner-centered contexts for transnational adult learners in the United States, the central place-based knowledge perspectives that learners possess upon arrival must be preserved. This paper discusses using the cultural historical activity theory to underscore place as a mediating instrument in the preservation process.

Keywords

place pedagogy, neighborhood learning, cultural historical activity theory

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May 19th, 11:00 AM

A Case for Place as a Mediating Artifact in Transnational Learning Contexts: A Cultural Historial Place-Based Inquiry

To provide appropriate learner-centered contexts for transnational adult learners in the United States, the central place-based knowledge perspectives that learners possess upon arrival must be preserved. This paper discusses using the cultural historical activity theory to underscore place as a mediating instrument in the preservation process.