R7

Question: What role does culture have on the learning process and how do we avoid looking at the world in an egocentric manner in which we do not value or understand other’s cultures or beliefs?

Quotation: “The point, however, is that social constructivists believe that knowledge has a social component and cannot be considered to be generated by an individual acting independently of his or her social context” (Airasian & Walsh, 1997, p. 445).

Connection: The description of the social constructivist theory provided by Airasian and Walsh (1997) greatly resonated with my current understanding of factors that influence our acquisition of new information.  This particular passage reminded me that learning does not occur in isolation, thereby highlighting the importance of our society, group, and/or culture on our retention and understanding of new knowledge.  All of these components influence the interpretation of new knowledge, as well as how we relate this new knowledge to previous information we may have on a subject.  For example, a book may be interpreted in a multitude of ways depending on your previous experiences with the topic and the way your culture or society views that topic.  I personally make connections with the material learned in this course in a manner that is consistent with both my future employment and my own culture.

Outside Connection: Educators as well as other individuals involved in supporting student’s learning can benefit from an understanding of the social constructivist theory of learning.  This information allows for a better understanding and recognition of the differences among students and the influence that culture may have on the process of learning.  For example, research has demonstrated that students in Appalachia have been found to have lower scores on a standardized literacy assessment when compared to national norms (Fish & Pinkerman, 2003).  Further research into this topic reveals that as a culture, the parents in this area are often unaware of the positive impact of shared-reading practices on children’s literacy development (Burchinal, Vernon-Feagans, & Cox, 2008), and that print serves limited functions within the home environment (Green, 1997).  Without an understanding of the Appalachian culture, the immediate response is to assume that individuals in this culture are uneducated.  However, the social constructivist theory of learning informs us about the potential differences in cultures or values of students.  This awareness may allow us to understand that the Appalachian culture influences educational values as many individuals in this area often survive in an agriculturally based economy.  These findings highlight the importance of the education system remaining aware of the culture surrounding a student’s education and valuing the home environment of students.  Schools should encourage family and community involvement, as well as provide culturally relevant material to promote positive student gains.  

References

Burchinal, M., Vernon-Feagans, L., & Cox, M. (2008). Cumulative social risk, parenting, and infant development in rural low-income communities. Parenting: Science & Practice, 8, 41-69.

Fish, M., & Pinkerman, B. (2003). Language skills in low SES rural Appalachian children: Normative development and individual differences, infancy to preschool. Applied Developmental Psychology, 23, 539–565. 

Green, C. R. (1997). Literacy development in an Appalachian Kindergarten. Reading Horizons, 37(3), 215-232.