"Exploring 'Repositioning' as a Principle to Broaden the Productive Disciplinary Engagement Framework for Equity"
AERA 2018 Annual Meeting: “The Dreams, Possibilities, and Necessity of Public Education”
April 13-17, 2018
Title: "Exploring 'Repositioning' as a Principle to Broaden the Productive Disciplinary Engagement Framework for Equity"
Authors: Priyanka Agarwal, Tesha Sengupta-Irving
The role of student authority, accountability, problematizing, and resources have been identified as important for establishing “productive disciplinary engagement” (PDE; Engle & Conant, 2002) in classrooms. Yet, it is less clear how these aspects simultaneously promote equitable access. Using a poststructural lens (Shah & Leonardo, 2016), in this conceptual review and analysis we bring the issues of power to the forefront in order to explore the equity potential of the PDE framework. Gleaned from an extensive review of the research on students’ disciplinary interactions in mathematics and science education, we locate the importance of social positioning to promote student access to productive learning opportunities, and offer repositioning as a fifth principle in a broadened Productive and Equitable Disciplinary Engagement (PEDE) framework.