Meeting the Needs of All Cultureless Learners: Culture Discourse and Quality Assumptions in Personalized Learning Research

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Review of Research in Education Pub Date : 2021-03-01 DOI:10.3102/0091732X20985081
Ekaterina Strekalova-Hughes, K. Nash, Bevin Schmer, Karnissa Caldwell
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引用次数: 2

Abstract

This chapter reviews recent qualitative studies on personalized learning in middle/secondary school settings to analyze the role of culture in how this concept is enacted and researched. Personalized learning is posited as a pedagogical approach that aims to revolutionize schooling and challenge educational inequity by foregrounding learners’ agency in what and how they learn, tailoring pedagogy and its purpose to learners’ unique interests, needs, and abilities. Given the strong emphasis of the approach on the uniquenesses of the persons who are learning, our analysis interrogates the discourse on culture in studies on personalized learning and extrapolates how this discourse informs problem formulation, design and logic, sources of evidence, analysis and interpretation, and implications for practice. This review reveals a disconnect between the relevant literature on culture in learning and omissions of researchers and research participants’ cultural positionalities and identities. This appears to affect the quality of educational evidence, inhibiting a deep understanding of the implementation of the personalized learning approach for different communities of learners. We assert that research into practices that intend to meet the needs of diverse learners should center learner and researcher cultures and positionalities as part of a theory of change that permeates the entire research process.
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满足所有无文化学习者的需求:个性化学习研究中的文化话语和质量假设
本章回顾了最近关于中学个性化学习的定性研究,以分析文化在这一概念如何制定和研究中的作用。个性化学习被认为是一种教育方法,旨在通过突出学习者对学习内容和学习方式的代理,根据学习者的独特兴趣、需求和能力定制教学方法及其目的,从而彻底改变学校教育,挑战教育不平等。鉴于该方法强调学习者的独特性,我们的分析在个性化学习研究中对文化话语进行了质疑,并推断出这种话语如何影响问题的制定、设计和逻辑、证据来源、分析和解释,以及对实践的影响。这一综述揭示了有关学习文化的文献之间的脱节,以及研究者和研究参与者的文化定位和身份的遗漏。这似乎影响了教育证据的质量,阻碍了对不同学习者群体实施个性化学习方法的深入理解。我们认为,旨在满足不同学习者需求的实践研究应该以学习者和研究者的文化和定位为中心,作为贯穿整个研究过程的变革理论的一部分。
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来源期刊
Review of Research in Education
Review of Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.70
自引率
0.00%
发文量
14
期刊介绍: Review of Research in Education (RRE), published annually since 1973 (approximately 416 pp./volume year), provides an overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays. Articles are usually solicited for specific RRE issues. There may also be calls for papers. RRE promotes discussion and controversy about research problems in addition to pulling together and summarizing the work in a field.
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