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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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22. The Centrality of Culture to the Scientific Study of Learning and Development: How an Ecological Framework in Educational Research Facilitates Civic Responsibility


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The Centrality of Culture to the Scientific Study of Learning and Development

How an Ecological Framework in Educational Research Facilitates Civic Responsibility

Carol Lee

The topic of this article is one with which I have been wrestling for many years. The genesis of my attention to the role of culture in learning dates back to the late 1960s and early 1970s at the beginning of the Black Power and Black Arts Movements (Hughes, 1926; Karenga, 1993; Madhubuti, 1991, 1996; Neal, 1989). This was a period when many people of African descent in the United States actively aligned with their African heritage not only as a source of group pride but, equally important, as a catalyst for political organizing and institution building. Across the country young people like me engaged in bold acts of institution building. In Chicago, we developed Third World Press, which is today more than 40 years old and the oldest continuous Black publishing company in the United States; New Concept School, an independent African-centered school that is now nearly 40 years old and has expanded into three African-centered charter schools that we have developed in Chicago over the last decade; and the Institute of Positive Education, an organization that focuses on community-based issues (Lee, 1992). Much to my mother’s dismay, in 1974 I quit my job at Kennedy-King College in Chicago to work with the emerging Third World Press, which...

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