Miwa Aoki Takeuchi · Shima Dadkhahfard · Mahati Kopparla · Raneem Elhowari
The knowledge of historically marginalized learners, including racially and linguistically
minoritized learners, tends to be obscured in institutionalized learning contexts and by the
dominant discourse of “learning loss,” which was reinforced during the COVID-19 pandemic.
Based on critical ethnography and the methodology of shared walks, this article
highlights intergenerational ways of knowing embodied and emplaced in the context of
traditional farming sustained and mobilized by a Syrian refugee family. We illustrate what
children were indeed learning in the land of refuge during the pandemic, with their family,
beyond narrowly defined in-school learning. We conceptualize the recentering of intergenerational
ways of knowing, often overlooked in colonial institutionalized learning spaces,
as transdisciplinary acts for disrupting the hegemonic disciplinary formation of science,
technology, engineering, and mathematics (STEM).
Takeuchi, M.A., Dadkhahfard, S., Kopparla, M., & Elhowari, R. (2024). Intergenerational transdisciplinary knowing toward stewarding the land of refuge: Learning through the pandemic. Cultural Studies in Science Education. Advance online publication: https://doi.org/10.1007/s11422-024-10218-2