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In: Playful Teaching, Learning Games
Gaming is a diverse practice that occurs across multiple platforms, devices, and settings and is ripe for deeper study. This series features work that explores the meaning making that occurs when learners design, observe and/or play digital and nondigital games in various contexts. In this way, the series highlights the nuances of the participatory ecologies that are essential to game play and that may inform practice and pedagogy.

We invite scholars to submit proposals that offer a unique or innovative understanding of gaming and meaning making. Books in this series may be conceptual, theoretical, and empirical and can be edited compilations, anthologies, single-authored, and co-authored texts. We invited interested authors to submit proposals relating to gaming ecologies and pedagogies to Hannah R. Gerber, or Sandra Schamroth Abrams.
In: Bridging Literacies with Videogames
In: Bridging Literacies with Videogames
In: Bridging Literacies with Videogames
Bridging Literacies with Videogames provides an international perspective of literacy practices, gaming culture, and traditional schooling. Featuring studies from Australia, Colombia, South Korea, Canada, and the United States, this edited volume addresses learning in primary, secondary, and tertiary environments with topics related to:
re-creating worlds and texts
massive multiplayer second language learning
videogames and classroom learning
These diverse topics will provide scholars, teachers, and curriculum developers with empirical support for bringing videogames into classroom spaces to foster meaning making. Bridging Literacies with Videogames is an essential text for undergraduates, graduates, and faculty interested in contemporizing learning with the medium of the videogame.
In: Bridging Literacies with Videogames
In: Bridging Literacies with Videogames
In: Bridging Literacies with Videogames
Chapter 1 Reimagining Child-Parent Research

Abstract

How can child-parent research be reimagined? This introductory chapter offers a historical context of children doing research and develops a conceptual framework for understanding facets of child-parent research. The premise of this line of inquiry includes authenticity, empowerment, and insight. The authors contemplate the range of involvement and partnership and provide a wheel metaphor to capture the dynamic and nuanced interplay of dialogue, critical reflection, ethics, tension, and participation. There are ethical concerns addressed through a critical discussion about hierarchies, power, and voice in child-parent research, which hinges on a shared purpose and requires an approach that is carefully cultivated to be egalitarian, inclusive, dialogic, and reciprocal.

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In: Child-Parent Research Reimagined