ABSTRACT
The field of the Learning Sciences is in the midst of developing broader understandings of central concepts – including transdisciplinarity, design, cognition, technology – and we see this scholarship as being pivotal to enabling the field to learn and grow from historically silenced perspectives while moving toward an equity- and social justice-oriented ethos. This chapter presents our dialogic inquiry into refiguring and transforming the Learning Sciences through a reimagination of relationality, communities, and key concepts in the field. In conclusion, we articulate the potential steps for an ongoing praxis of field-making and invite readers to join us in recentering historically excluded voices and bodies.
