Nasir, N.S., Rosebery, A.S., Warren B., and Lee, C.D. (2014) Learning as a Cultural Process: Achieving Equity through Diversity. In R.K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences. (pp. 686-706). New York: Cambridge University Press.
Anne Kim
4/19/2016 01:43:31
Nasir, Rosebery, Warren, and Lee discuss how learning and teaching are fundamentally cultural processes. They define culture as collections of practices that communities developed over time in order to accomplish goals and objectives they value, including tools, social networks, methods of organizing activities, and ways of engaging with the world around them.
Madeline Duque
4/19/2016 02:01:38
In his paper, Nasir discusses culture and its influence the definition of learning. Nasir opens up the paper stating that the definition and methods of learning are heavily tied to the cultural environment in which it is situated in. For the sake of his paper, he defines culture as “the constellations of practices communities have historically developed and dynamically shaped in order to accomplish the purposes they value, including tools they use, social networks with which they are connected, ways they organize joint activity, and their ways of conceptualizing and engaging with the world.” He goes on to ask 3 critical questions:
Christine Kwon
4/19/2016 02:22:09
Learning as a cultural Process: Achieving Equity through Diversity
Cory Bird
4/19/2016 03:28:20
This paper opens by stating that learning and teaching are fundamentally cultural processes. They define culture as, “the constellations of practices communities have historically developed and dynamically shaped in order to accomplish the purposes they value, including tools they use, social networks with which they are connected, ways they organize joint activity, and their ways of conceptualizing and engaging the world.”
Yvonne Chen
4/19/2016 05:41:54
Nasir, Rosebery, Warren, and Lee examine the relationship between learning and culture. They define culture as “the constellations of practices communities have historically developed and dynamically shaped in order to accomplish the purposes they value, including tools they use, social networks with which they are connected, ways they organize joint activity, and their ways of conceptualizing and engaging with the world,” and look at how that affects the different ways that students learn and process information. They also aim to answer three questions: 1. How do children learn when engaged in their own cultures’ everyday repertoires of practice? 2. How can we connect these everyday repertoires of practice with academic disciplinary practices, as found in formal school settings? 3. Can we use our increased understanding of these repertoires of practice to help children learn better?
Samiha Dawalbhakta
4/19/2016 08:24:21
In the 34rd chapter of “The Cambridge Handbook of the Learning Sciences,” Nasir, Rosebery, Warren, and Lee explore the impact of diversity on learning. They argue that learning and teaching are completely impacted by different cultures. They describe culture as "the constellations of practices communities have historically developed and dynamically shaped in order to accomplish the purposes they value, including tools they use, social networks with which they are connected, ways they organize joint activity, and their ways of conceptualizing and engaging with the world” (page 686). Comments are closed.
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