Challenges and opportunities in designing to support students’ art-based social justice inquiry

Anna Amato; Peter J. Woods; Veena Vasudevan; Ralph Vacca; Marian Tes; Megan Silander; Camillia Matuk; Kayla DesPortes

doi:10.22318/icls2020.343

Challenges and opportunities in designing to support students’ art-based social justice inquiry

Anna Amato, Peter J. Woods, Veena Vasudevan, Ralph Vacca, Marian Tes, Megan Silander, Camillia Matuk, Kayla DesPortes

Administration, Leadership & Technology

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Original language	English (US)
Title of host publication	International Conference for the Learning Sciences
Subtitle of host publication	Data literacy for social justice
Publisher	The International Society for the Learning Sciences
DOIs	https://doi.org/10.22318/icls2020.343
State	Published - 2020

Access to Document

10.22318/icls2020.343

Cite this

Amato, A., Woods, P. J., Vasudevan, V., Vacca, R., Tes, M., Silander, M., Matuk, C., & DesPortes, K. (2020). Challenges and opportunities in designing to support students’ art-based social justice inquiry. In International Conference for the Learning Sciences: Data literacy for social justice The International Society for the Learning Sciences. https://doi.org/10.22318/icls2020.343

Challenges and opportunities in designing to support students’ art-based social justice inquiry. / Amato, Anna; Woods, Peter J.; Vasudevan, Veena et al.
International Conference for the Learning Sciences: Data literacy for social justice. The International Society for the Learning Sciences, 2020.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Amato, A, Woods, PJ, Vasudevan, V, Vacca, R, Tes, M, Silander, M, Matuk, C & DesPortes, K 2020, Challenges and opportunities in designing to support students’ art-based social justice inquiry. in International Conference for the Learning Sciences: Data literacy for social justice. The International Society for the Learning Sciences. https://doi.org/10.22318/icls2020.343

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