Learning in Diversities of Structures of Social Practice: Accounting for How, Why and Where People Learn ScienceBell P. · Tzou C. · Bricker L. · Baines A.D.
aUniversity of Washington, Seattle, Wash., bUniversity of Washington, Bothell, Wash., cUniversity of Michigan, Ann Arbor, Mich., and dSan Francisco State University, San Francisco, Calif., USA
This paper outlines a theoretical framework intended to provide a more ecological and holistic accounting of how, why and where people learn in relation to constructs of human difference – race, class, disability designation, etc. – as learners circulate across places and associated operating value systems over multiple timescales. The framework for cultural learning pathways is an application and elaboration of Ole Dreier’s theory of persons in diversities of structures of social practice with a focus on the learning of disciplinary practices and the development of discipline-related identities. We summarize relevant learning phenomena along extended cultural pathways from three team ethnographies of science learning. We outline how power-related issues associated with privilege and marginalization are attended to in relation to the social, cultural, and material circumstances of learning within and across environments and discuss future research opportunities.
Learning Sciences & Human Development, College of
Education, 312 Miller Hall, University of Washington
Seattle, WA 98115 (USA)
Published online: January 07, 2013
Number of Print Pages : 16
Number of Figures : 1, Number of Tables : 0, Number of References : 52
Vol. 55, No. 5-6, Year 2012 (Cover Date: January 2013)
Journal Editor: Nucci L. (Berkeley, Calif.)
ISSN: 0018-716X (Print), eISSN: 1423-0054 (Online)
For additional information: http://www.karger.com/HDE