Chapter 2: Cross-National Explorations of Sociocultural Research on Learning

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Autor/in	Vasquez, Olga A.
Titel	Chapter 2: Cross-National Explorations of Sociocultural Research on Learning
Quelle	In: Review of Research in Education, 30 (2006) 1, S.33-64 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Global Approach; Cultural Pluralism; Social Change; Intervention; Educational Practices; Educational Psychology; Sociocultural Patterns; Social Science Research; Educational Research; Cultural Influences; Social Influences; Cognitive Development; After School Programs; Extracurricular Activities; Evolution; Multicultural Education; Poverty; Case Studies; Cross Cultural Studies; Learning Theories + Suchen Sie Ihr Suchwort? Globales Denken; Kulturpluralismus; Sozialer Wandel; Bildungspraxis; Erziehungspsychologie; Pädagogische Psychologie; Soziokulturelle Theorie; Social scientific research; Sozialwissenschaftliche Forschung; Bildungsforschung; Pädagogische Forschung; Cultural influence; Kultureinfluss; Sozialer Einfluss; Kognitive Entwicklung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Außerunterrichtliche Aktivität; Multikulturelle Erziehung; Armut; Case study; Fallstudie; Case Study; Cultural comparison; Kulturvergleich; Learning theory; Lerntheorie
Abstract	Scholars, practitioners, and laypeople at one time or another have questioned what learning is and how it can be measured once it is defined. Many use the term interchangeably with growth, change, development, knowledge, education, cognition, or acquisition as it is commonly considered in educational practice. However, most generally assume a vague and unstated understanding of learning. Despite this apparent consensus, few will disagree that the notion of learning is complex and indistinct. This chapter focuses on research that seeks to account for this complexity by characterizing learning as a product of social and cultural processes. This perspective regards learning as achieved through a social process that is intimately related to cultural and cognitive development--a viewpoint that dates back to the work of Lev Vygotsky, the father of Soviet psychology, in the 1920s and 1930s. In this chapter, the author focuses on learning in the actual classroom, the theorized classroom, and out-of-school settings, with special emphasis on research in after-school activities. The author begins with a brief historical sketch of the search for the relationship between culture and cognition that dates back to Darwin, "when the idea of evolution dominated the imagination of those concerned with the study of man." She examines the objectives and methodologies used to track the effects of culture on behavior and everyday life and follows these ideas as they move into the international arena as variability studies. Next, she turns to studies on learning that hold education as the comparative structure, beginning with those that explore learning in the social world and the world of theory and follows with those studies that focus directly on classroom learning. In the latter section, she gives special emphasis to a select group of studies that examine cultural variation within and across human experience--e.g., studies that apply Vygotskian notions of learning and development to multiculturalism, biliteracies, abilities, poverty, social change, and identity--what Joseph Glick calls "the intra-Psychology." She follows these studies with a case study of after-school activity systems (technology intervention programs) that builds on Vygotskian ideas of creating optimal learning environments. Finally, she concludes by summarizing how the key ideas of learning have evolved in time and forecasts new areas of study that will logically emerge as sociocultural theory gains momentum and the world changes radically to accommodate the influences of globalization. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10