ABSTRACT
Thompson’s proposal for incorporating makerspaces in formal education offers an alternative to the research in the Learning Sciences that has focused on the inclusion of a particular resource or the development of a disciplinary discourse, such as engineering, in such spaces. The framework for incorporating makerspaces described in her chapter formally emphasises the plurality of perspectives in which learning is not only regarded as being emergent, situated, and socially constructed, but also includes explicitly different ways of knowing. The plurality of perspectives shares a concern on social issues related to groups that have been traditionally marginalized. As educators and scholars who work within technology-enabled learning environments, we may have a number of assumptions that need to be reviewed for both ourselves and for others in terms of being able to make issues of equity and social justice visible.
