Learning in Diversities of Structures of Social Practice: Accounting for How, Why and Where People Learn Science
Learning in Diversities of Structures of Social Practice: Accounting for How, Why and Where People Learn Science
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DOI：
10.1159/000345315
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发表时间：
2012-01-01
影响因子：
--
通讯作者：
Baines, AnnMarie D.
中科院分区：
文献类型：
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作者：
Bell, Philip;Tzou, Carrie;Baines, AnnMarie D.
本文概述了一个理论框架，旨在提供一个更生态和全面的会计如何，为什么和在哪里学习的人的差异结构-种族，阶级，残疾指定等-作为学习者循环跨地方和相关的操作价值系统在多个时间尺度。文化学习路径的框架是奥勒·德雷尔的人的理论在社会实践结构的差异中的应用和阐述，重点是学科实践的学习和与学科相关的身份的发展。我们从三个科学学习的团队民族志中，沿着沿着的文化路径，总结了相关的学习现象。我们概述了如何与特权和边缘化的权力相关的问题出席了有关的社会，文化和物质环境的学习内和跨环境，并讨论未来的研究机会。版权所有（C）2013 S. Karger AG，巴塞尔
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. Copyright (C) 2013 S. Karger AG, Basel