Cultural Practices & Connected Learning

Minority youth engage and make their practices at home with the support of their family on an intergenerational level.
Sewing and knitting can lead into basic math, Fractions maybe cultural history and if that educator wanted to dive into the science of human repetition or the history and mechanics of a sewing machine it could have stem potential, however it would only lead so far into scientific and mathematical aspects of learning.
Pepler argued that working class Americans are used to aspects of the maker movement and can develop their skills more strongly to drive economic sustainability.
Connected learning is the joining of existing cultural maker practices in the home that have been set up for the family histories connecting to more advanced learning opportunities and pathways to foster stem learning experiences for diverse youth.


The article making at home; mentions  interests – driven practices in supportive relationships in Minoritized Homes
focused on an urban under resourced community in Chicago. The article argued so stronger efforts need to be made to bridge learning across various social and cultural communities to connect with Minorities.
When this study was brought into their private lives they found that and intergenerational collaboration existed when making things. Youth were inspired by artifacts and the tactile process itself of engaging and maker practices. Fostering their they’re developing identities as makers of things with the added benefit of supportive relationships in the home. Pepler refers to these supportive relationships as brokers, in which they connect the learner to resources such as mentoring, experts, materials, and spaces to create.
The influence and integration of making things can stem from cultural practices such as sewing knitting or wood carving and be generally low tech however schools can integrate students interest in cultural practices with STEM learning experiences. Hopefully, with the integration of high tech tools and practices. This helps schools bridge the students interests into a disciplinary context within the broader knowledge economy.

One of Pepler interviewees from the working class argues that they have been tinkering and making in order to survive and they are most interested and knowing and better understanding exchange networks to make the most of it. Ultimately, the article’s purpose is to learn how to join the making practices of the youth and their families to more sophisticated learning experiences and pathways To have a connected learning experience.

Pepler defines connected learning as using cultural and historical learning thanks the students may already know because of their families, and understanding The historical inequities that have prevented them from trying out new technologies that they may have less access to Because they are economically disadvantaged.
Pepler used quantitative data by getting stats on high school students demographics, and Qualitative data by sending out surveys that had open ended questions and semi structured interviews to understand high school students understanding on their maker experiences. They found that the most popular activities that the youth were really engaged in were model building kits, sewing, scrapbooking end during making in woodworking were tied.
I personally was happy to see friendship bracelets in the top five, really touching.

The study collaborated with a larger initiative the national writing project to produce curriculum for teachers to include More technology in their curriculum. It looks like all participants Invited to the workshops to participate in games design low tech textile materials in practice combining electronic materials

Theoretical closed off with a a level chart basically one to five one where the student or child or youth routines no inclination to partake in the making activity and level 5 is like where they’re all about it and they’re they want to be experts. The chart basically shows the more engaged a family member was with the youth in the activity the more the youth wants to make it their own adversely, if the teen is just observing their parent or family member doing an activity but there’s no engagement no diet no conversation they are less likely to pick it up themselves.