The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
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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CHAPTER TWENTY - TWO
The Centrality of Culture to the Scientific Study of Learning and Development
How an Ecological Framework in Educational Research Facilitates Civic Responsibility
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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