Handbook of the Cultural Foundations of Learning

1. Auflage 2020
ISBN: 978-0-415-83905-1
Verlag: Routledge

Buch, Englisch, 480 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 895 g

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license. Funded by The Spencer Foundation.

Autoren/Hrsg.

Nasir, Na'Ilah Suad

Lee, Carol D.

Pea, Roy

McKinney de Royston, Maxine

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Part 1: Human Evolution, Physiological Processes, and Participation in Cultural Practices 1. The Institutional Foundations of Human Evolution, Ontogenesis, and Learning 2. The Braid of Human Learning and Development: Neuro-Physiological Processes and Participation in Cultural Practices 3. Examining Links Between Culture, Identity, and Learning 4. The Role of Stereotypes: Racial Identity and Learning 5. Innovation as a Key Feature of Indigenous Ways of Learning: Individuals and Communities Generating Knowledge Part 2: Discourse, Positioning, Argumentation, and Learning in Culture 6. Learning "How to Mean": Embodiment in Cultural Practices 7. Positioning Theory and Discourse Analysis: An Explanatory Theory and Analytic Lens 8. Hybrid Argumentation in Literature and Science for K-12 Classrooms 9. Culture and Biology in Learning Disabilities Research: Legacies and Possible Futures 10. Power, Language, and Bilingual Learners Part 3: Learning Across Contexts 11. Learning Pathways: How Learning is Culturally Organized 12. Locating Children’s Interests and Concerns: An Interaction-Focused Approach 13. Communities as Contexts for Learning 14. Adaptive Learning Across the Life Span 15. Culturally Sustaining Pedagogy: A Critical Framework for Centering Communities 16. Multiple Ways of Knowing: Re-Imagining Disciplinary Learning Part 4: Reframing and Studying the Cultural Nature of Learning 17. Integrating Intersectionality into the Study of Learning 18. Reconceptualizing the Quantitative-Qualitative Divide: Toward a New Empiricism 19. Social Design-Based Experiments: A Utopian Methodology for Understanding New Possibilities for Learning 20. Promoting Equitable and Just Learning Across Settings: Organizational Forms for Educational Change 21. Learning at the Boundaries: Reconsidering University-District Partnerships for Educational Change Part 5: Implications for Policy and Practice 22. Educating Teachers for the 21st Century: Culture, Reflection, and Learning 23. Culture, Learning, and Policy

Über Autor(innen)

Na’ilah Suad Nasir is the sixth President of the Spencer Foundation and former Professor of Education and African American Studies at the University of California at Berkeley, USA.

Carol D. Lee is Professor Emeritus of Education and Social Policy, Learning Sciences, and African American Studies at Northwestern University, USA.

Roy Pea is David Jacks Professor of Education and Learning Sciences and Director of the Learning Sciences and Technology Design PhD program at Stanford University, USA.

Maxine McKinney de Royston is Assistant Professor in the Department of Curriculum & Instruction at the University of Wisconsin, Madison, USA.