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Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning (Hardback)
  • Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning (Hardback)
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Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning (Hardback)

(editor), (editor)
£110.00
Hardback 182 Pages / Published: 12/12/2016
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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.

Publisher: Taylor & Francis Ltd
ISBN: 9781138922624
Number of pages: 182
Weight: 408 g
Dimensions: 229 x 152 x 18 mm


MEDIA REVIEWS

"In this groundbreaking volume, Esmonde and Booker carve out new theoretical territory in elaborating tools to make explicit the significance of power and privilege in learning spaces. Yet this volume is not simply an intellectual or theoretical exercise. The book goes right to the heart of the responsibility of learning scientists and educators to create new activity systems that include and empower rather than exclude and marginalize. They have redefined the cutting-edge of research on learning sciences and equity."

--Na'ilah Suad Nasir, Professor, Graduate School of Education, University of California, Berkeley, USA

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