ABSTRACT
Drawing upon four years of research within a social design experiment, we focus on how teacher learning can be supported in designed environments that are organized around robust views of learning, culture, and equity. We illustrate both the possibility and difficulty of helping teachers disrupt the default teaching scripts that privilege traditional forms of participation, support, and hierarchal relations, as well as disrupt static and reductive notions of culture. In doing so, we hope to make visible the complexities of leveraging cultural repertoires of practice within a designed learning environment in which novice teachers work to negotiate both common sense and normative conceptualizations of learning and culture.
