Abstract
Luecha Ladachart, Manus Poothawee, and Ladapa Ladachart take a unique approach in their study entitled, “Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand,” whereby they frame acquiring disciplinary knowledge within a place-based learning progression in response to regional issues related to air pollution. From this study, the authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand. The purpose of this response article is to discuss the design of Ladachart, Poothawee, and Ladachart’s (2020) place-based learning progressions and to facilitate a discussion on enhancing place-based learning progressions through the development of identity, self-efficacy, and epistemic agency. Lastly, we will reflect on our research in the Mississippi Delta (USA) to engage a discussion on how anchoring learning progressions across epistemological dimensions enables students to advance cognitively and developmentally while experiencing the personal and social transformation that positions them as epistemic agents within their local communities.
Highlights
This review essay addresses issues raised in Luecha Ladachart, Manus Poothawee, and Ladapa Ladachart (2020) entitled, Toward a hypothetical place-based learning progression for haze pollution in the northern region of Thailand
The authors created a proposed learning progression that was designed to facilitate an understanding of the cause and effect of haze pollution as it relates to anthropogenic issues, geographical location, and seasonal patterns distinctly for the northern region of Thailand
We propose that place-based learning progressions can be enhanced to address epistemic agency, which strategically structures students’ participation, identity development, and self-efficacy as a part of the sequenced progression
Summary
Sociopolitical, sociocultural, and socioeconomic macrostructures of inequality stratify communities regarding epistemological participation within the scientific disciplines and STEM-related fields. Aligned with Dewey’s notion of equitable participation (Williams 2017), we designed a program, “Actualizing STEM Potential in the Mississippi Delta” (ASP), in response to systemic barriers for African-American students in STEM. Place-based education prioritizes experiential learning and ownership, we argue that fostering ownership of science is not possible without addressing internalized and external social constructs and hegemonic structures that alienate marginalized students from practicing science with efficacy and agency in their local communities. The ability for African-American students to authentically engage in science communities of practice has been marred by negative stereotypes deriving from a racial epistemology that renders minorities as inferior and incapable of knowledge construction and contributions within science- and STEM-related disciplines (Lynn 2004). Our objective was to examine how self-efficacy and science identity were influenced as students progressed toward epistemic agency within their community of place
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