Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning

Description

Although power and privilege are embedded in all learning environments, the learning sciences is dominated by individual cognitive theories of learning that cannot expose the workings of power. Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning addresses the ways in which research on human learning can acknowledge the influence of differential access to power on the organization of learning in particular settings. Written by established and emerging scholars in the learning sciences and related fields, the chapters in this volume introduce connections to critical and poststructural race theories, critical disability studies, queer theory, settler-colonial theory, and critical pedagogy as tools for analyzing dimensions of learning environments and normativity. A vital resource for students and researchers in the fields of learning sciences, curriculum studies, educational psychology, and beyond, this book introduces key literature, adapts theory for application in education, and highlights areas of research and teaching that can benefit from critical theoretical methods. Cover......Page 1 Title......Page 4 Copyright......Page 5 CONTENTS......Page 6 Foreword: Critical Learning Opportunities for the Learning Sciences......Page 8 Acknowledgements......Page 14 Contributors......Page 17 1 Introduction......Page 20 2 Power and Sociocultural Theories of Learning......Page 25 3 Interfaces between Critical Race Theory and Sociocultural Perspectives......Page 47 4 Learning Discourses of Race and Mathematics in Classroom Interaction: A Poststructural Perspective......Page 69 5 On the Complementarity of Cultural Historical Psychology and Contemporary Disability Studies......Page 89 6 Queer Theory in the Learning Sciences......Page 112 7 Towards an Ethic of Decolonial Trans-Ontologies in Sociocultural Theories of Learning and Development......Page 134 8 Critical Pedagogy and Sociocultural Theory......Page 158 9 Toward Critical Sociocultural Theories of Learning......Page 181 Index......Page 194