Jackson, Ava

About

My research looks at the intersections of learning and identity development in critical pedagogical and disciplinary learning environments. Using ethnographic, micro-ethnographic, interaction, discourse, survey, and community-based methods of data collection and analysis, my work highlights the developmental and learning processes that foster situated disciplinary, racial, and political identities in expansive disciplinary educational contexts, and how these identities shape student participation and sense-making over time and across contexts

Degrees

• Ph.D., Northwestern Univeristy, Chicago, IL

Program Areas

• Teaching and Learning
• Curriculum, Culture, and Communities (3C's)

Research Interests

• Ethnographic and interactional study of learning environments
• Social, cultural, political, and ethical dimensions of teaching and learning
• Critical pedagogies
• Disciplinary education
• History learning & political education
• Hip-hop & arts education
• Embodiment & embodied cognition
• Identity & participation
• Relationality & collectivity
• Collaborative ethnography & community-based research
• Educational dignity & justice

Awards

• 2020-2021 Northwestern Buffett Institute Global Impacts Graduate Fellow
• 2020 Outstanding Paper Published in Journal of the Learning Sciences Award
• 2019 The Graduate Research Grant, funded by the Graduate School of Northwestern University
• 2017 The Community Building Grant, funded by the Graduate School of Northwestern University

Selected Publications

1. Jackson, A. (under review). Expansive History Education: Exploring the relational and cognitive processes of learning in a liberation-oriented U.S. history class. Potential Journal: Journal of the Learning Sciences.
2. Jackson, A & Winchester, C. (in preparation). Critical Disciplinary Apprenticeship: Relationality, axiology, and intentionality in the development of critical pedagogy in history education. Potential Journal: Journal of Teacher Education.
3. Jackson, A. (2021). Critical History Education: A Case-Study of Design, Learning, and Identity in a High School History Class (Order No. 28769966). Available from ProQuest Dissertations & Theses Global. (2614805277).
4. Jackson, A. (2021) Design Principles as Cultural Resources: pedagogical improvisation and bridging critical theory and practice. Mind, Culture, and Activity. https://doi.org/10.1080/10749039.2021.1882500
5. Vossoughi, S., Davis, N., Jackson, A., Echevarria, R. & Muñoz, A, & Escudé, M. (2021). Beyond the binary of adult versus child-centered learning: A close analysis of third-way pedagogies in the context of making. Cognition and Instruction. https://doi.org/10.1080/07370008.2020.1860052
6. Vossoughi, S., Jackson, A., Chen, S., Roldan, W., & Escudé, M. (2020). Embodied pathways and ethical trails: Studying learning in and through relational histories. Journal of the Learning Sciences, 29(2), 183-223. https://doi.org/10.1080/10508406.2019.1693380
7. Jackson, A. (2020). The Impact of Critical History Practices on History Learning. International Conference of the Learning Sciences, 1. International Society of the Learning Sciences. [ISLS].
8. Jackson, A., Vogelstein, L., Clark, H., Linberg, L., Thompson, N., Uttamchandani, S. (2020). Learning Together: Reflections at the Intersection of Friendship, Research, and Learning Processes. International Conference of the Learning Sciences, 1. International Society of the Learning Sciences. [ISLS].
9. Vossoughi, S., Jackson, A., Bang, M., Rosebery, A. S., Warren, B., & Philip, T. M. (2018). Attunements to the Ethical in Design and Learning. International Conference of the Learning Sciences, 1. International Society of the Learning Sciences. [ISLS].