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A sociomaterial perspective for learning: exploring atelier activities
Maison d'édition
Neuchâtel
Date de parution
2019
Résumé
Cette thèse développe une compréhension sociomatérielle de l’apprentissage en s’appuyant sur l’idée que ce dernier n’est pas simplement une activité individuelle et centrée sur l’humain, mais qu’il tient aussi compte des relations entre humains et non-humains, parties et systèmes. Dans ce sens, nous avons créé et analysé sept tiers lieux (ateliers). La thèse est composée de quatre études. La première analyse l’agentivité des participants dans une perspective sociomatérielle, en considérant les actions entre participants, discours et matériaux non pas comme parties séparées mais étroitement liées. Les deuxièmes et troisièmes études s’intéressent à la participation active des étudiants pendant la conception de deux ateliers menés en collaboration avec une association culturelle. L’étude 2 analyse le réseau qui contribue à la construction du positionnement des étudiants, et plus précisément sa relation avec les matériaux, les autres et la culture, tout en tenant compte de la dimension temporelle dans laquelle ce réseau est intégré. L’étude 3 considère quant à elle l’activité de l’atelier comme une ressource qui permet aux étudiants de créer des liens d’apprentissage : les contenus, les savoirs et les matériaux ont été adaptés d’un contexte (l’université) à une autre (en dehors de l’université) par les étudiants qui ont développé une nouvelle expertise transfrontalière. Enfin, l’étude 4 montre comment les dimensions ludiques offertes par les activités en atelier peuvent promouvoir de nouvelles formes de collaboration entre parents et enseignants. L’ensemble de ces études contribuent à: A) considérer l’apprentissage comme un processus non seulement individuel mais aussi entre différents acteurs (humain et non- humains) et les multiples systèmes d’activité impliqués; B) repenser le rôle du chercheur et de l’enseignant ; C) redéfinir les pratiques pédagogiques en promouvant l’engagement des acteurs et leur responsabilité tout en proposant de nouveaux défis pour les futurs enseignants et chercheurs; D) considérer les implications pédagogiques pour les pratiques d’apprentissage à venir.
Abstract
This dissertation study develops a sociomaterial understanding of learning based on the idea that learning is not simply as an individualistic, human-centered mental activity, but as enacted in relations and forms of connections among humans and nonhumans, parts, and systems. According to that, I present how I created and analyzed seven third spaces (ateliers) wherein I consider the sociomaterial entanglement through which learning takes shape. This study draws upon four research studies. The first attempts to investigate participants’ agency by adopting a sociomaterial perspective in order to consider the actions among the participants, the discourses, and the materials not as separate but as intertwined parts. The second and the third research studies present the students’ active involvement in a design of two ateliers in collaboration with a cultural association. In the second research study , we investigate the net of students’ positioning construction to more closely examine its relationship with materials, others, and culture, taking into account the temporal dimension in which it is embedded. In the third research study, we consider atelier activity as a resource that permits students to create learning connections, to show how content, knowledge, and materials from one context (university) are made relevant by students in another context (out of university), and vice versa, by developing a new expertise as a boundary crosser. The forth research study is more focused on how the ludic dimension offered by the atelier activity promotes new forms of collaboration between parents and the teacher. All these studies contribute to A) consider learning as a process ,not merely one that is individual, but between different actors (human and non-human) and the multiple activity systems involved; B) a rethink of our role as an educational researcher and teacher; C) the redesign of pedagogical practices, by promoting actors’ engagement and responsibility, and the taking up of new challenges by future educational teachers and researchers; and D) consideration of the pedagogical implications for future learning practices.
Abstract
This dissertation study develops a sociomaterial understanding of learning based on the idea that learning is not simply as an individualistic, human-centered mental activity, but as enacted in relations and forms of connections among humans and nonhumans, parts, and systems. According to that, I present how I created and analyzed seven third spaces (ateliers) wherein I consider the sociomaterial entanglement through which learning takes shape. This study draws upon four research studies. The first attempts to investigate participants’ agency by adopting a sociomaterial perspective in order to consider the actions among the participants, the discourses, and the materials not as separate but as intertwined parts. The second and the third research studies present the students’ active involvement in a design of two ateliers in collaboration with a cultural association. In the second research study , we investigate the net of students’ positioning construction to more closely examine its relationship with materials, others, and culture, taking into account the temporal dimension in which it is embedded. In the third research study, we consider atelier activity as a resource that permits students to create learning connections, to show how content, knowledge, and materials from one context (university) are made relevant by students in another context (out of university), and vice versa, by developing a new expertise as a boundary crosser. The forth research study is more focused on how the ludic dimension offered by the atelier activity promotes new forms of collaboration between parents and the teacher. All these studies contribute to A) consider learning as a process ,not merely one that is individual, but between different actors (human and non-human) and the multiple activity systems involved; B) a rethink of our role as an educational researcher and teacher; C) the redesign of pedagogical practices, by promoting actors’ engagement and responsibility, and the taking up of new challenges by future educational teachers and researchers; and D) consideration of the pedagogical implications for future learning practices.
Notes
Doctorat, Université de Neuchâtel, Faculté des lettres et sciences humaines, Institut de psychologie et éducation
Identifiants
Type de publication
doctoral thesis
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