Avoiding equity detours on the way to a more justice-oriented learning sciences

Abstract

Background: The field of the learning sciences is embroiled in debates about if, how, where, and when to engage equity in the learning sciences. This paper intervenes in this conversation by calling for more explicit and direct approaches to centering equity and justice in the field’s practices and research. Methods: This conceptual paper draws on scholarship from equity studies fields and learning sciences scholarship. Findings: We elaborate on four learning sciences equity detours, which we argue are potentially seductive but ineffective pathways for our field to pursue, including: (1) focusing exclusively on superficial diversification strategies; (2) insisting on hearing from “both sides”; (3) preserving the core character of the learning sciences; and (4) avoiding the political. We conclude by arguing for a generative approach to equity and justice that centers historicized, systemic analysis of power relations and upholds the full humanity of minoritized groups. Contribution: This paper contributes to ongoing conversations about how to build a field that both addresses inequity in the world and removes barriers for the participation of scholars whose concerns and epistemologies are often marginalized. To support our field-building with thoughtfulness and care, our enactments of equity should be more closely aligned with transformative approaches.