Handbook of the Cultural Foundations of Learning

Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field’s most timely and relevant topics.

Acknowledgments Introduction: Reconceptualizing Learning: A Critical Task for Knowledge-Building and Teaching CAROL D.LEE, NA’ILAH SUAD NASIR, ROY PEA, AND MAXINE MCKINNEY DE ROYSTON Part 1. Human Evolution, Physiological Processes, and Participation in Cultural Practices The Institutional Foundations of Human Evolution, Ontogenesis, and Learning MARTIN PACKER AND MICHAEL COLE The Braid of Human Learning and Development: Neuro-Physiological Processes and Participation in Cultural Practices CAROL D. LEE, ANDREW N. MELTZOFF, AND PATRICIA K. KUHL Examining Links Between Culture, Identity, and Learning MARGARET BEALE-SPENCER, CARLY OFFIDANI-BERTRAND, KESHIA HARRIS, AND GABRIEL VELEZ The Role of Stereotypes: Racial Identity and Learning LEOANDRA ONNIE ROGERS, R. JOSIAH ROSARIO, AND JANENE CIELTO Innovation as a Key Feature of Indigenous Ways of Learning: Individuals and Communities Generating Knowledge FRANCISCO J. ROSADO-MAY, LUIS URRIETTA JR., ANDREW DAYTON, AND BARBARA ROGOFF Part 2. Discourse, Positioning, Argumentation, and Learning in Culture Learning "How to Mean": Embodiment in Cultural Practices RAY MCDERMOTT AND ROY PEA Positioning Theory and Discourse Analysis:An Explanatory Theory and Analytic LensJUDITH L. GREEN, CYNTHIA BROCK, W. DOUGLAS BAKER, AND PAULINE HARRIS Hybrid Argumentation in Literature and Science for K-12 Classrooms SARAH LEVINE, DANIELLE KEIFERT, ANANDA MARIN, AND NOEL ENYEDY Culture and Biology in Learning Disabilities Research: Legacies and Possible Futures ALFREDO J. ARTILES, DAVID ROSE, TAUCIA GONZALEZ, AND AYDIN BAL Power, Language, and Bilingual Learners NELSON FLORES AND ERICA SALDÍVAR GARCÍA Part 3. Learning Across Contexts Learning Pathways: How Learning is Culturally Organized NA’ILAH SUAD NASIR, MAXINE MCKINNEY DE ROYSTON, BRIGID BARRON, PHILLIP BELL, ROY PEA, REED STEVENS, AND SHELLEY GOLDMAN Locating Children’s Interests and Concerns: An Interaction-Focused Approach REED STEVENS Communities as Contexts for Learning TRYPHENIA B. PEELE-EADY AND ELIZABETH BIRR MOJE Adaptive Learning Across the Life Span SHIRLEY HEATH, MICHELLE J. BELLINO, AND MAISHA WINN Culturally Sustaining Pedagogy: A Critical Framework for Centering Communities H. SAMY ALIM, DJANGO PARIS, AND CASEY PHILIP WONG Multiple Ways of Knowing: Re-Imagining Disciplinary Learning BETH WARREN, SHIRIN VOSSOUGHI, ANN S. ROSEBERY, MEGAN BANG, AND EDD V. TAYLOR Part 4. Reframing and Studying theCultural Nature ofLearning Integrating Intersectionality into the Study of Learning SUBINI ANCY ANNAMMA AND ANGELA BOOKER Reconceptualizing the Quantitative-Qualitative Divide: Towarda New Empiricism EZEKIEL DIXON-ROMAN, JOHN JACKSON, AND MAXINE MCKINNEY DE ROYSTON Social Design-Based Experiments: A Utopian Methodology for Understanding New Possibilities for Learning KRIS GUTIÉRREZ, A. SUSAN JUROW, AND SEPEHR VAKIL Promoting Equitable and Just Learning Across Settings: Organizational Forms for Educational Change WILLIAM R. PENUEL Learning at the Boundaries: Reconsidering University-District Partnerships for Educational Change LOUIS M. GOMEZ, MANUELITO BIAG, AND DAVID G. IMIG Part 5. Implications for Policy and Practice Educating Teachers for the 21st Century: Culture, Reflection, and Learning ARNETHA F. BALL AND GLORIA LADSON-BILLINGS Culture, Learning, and Policy LINDA DARLING HAMMOND

Na’ilah Suad Nasir is the sixth President of the Spencer Foundation and former Professor of Education and African American Studies at the University of California at Berkeley, USA. Carol D. Lee is Professor Emeritus of Education and Social Policy, Learning Sciences, and African American Studies at Northwestern University, USA. Roy Pea is David Jacks Professor of Education and Learning Sciences and Director of the Learning Sciences and Technology Design PhD program at Stanford University, USA. Maxine McKinney de Royston is Assistant Professor in the Department of Curriculum & Instruction at the University of Wisconsin, Madison, USA.