Cultural Ways of Learning: Individual Traits or Repertoires of Practice

By Kris D. Gutiérrez, Barbara Rogoff. 2003

1,970 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2f93663e2cbfab3a806a03b60f0bd90b496996a2

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Citations in the corpus

EFFICIENCY AND INNOVATION IN TRANSFER (2005, background): “Gutierrez and Rogoff (2003) discuss how in situ theorists think about learning: A central and most distinguishing thesis in this approach is that the structure and development of human psychological processes emerge through participation in culturally mediated, historically developing, practical…”
Boundary-Crossing Competence: Theoretical Considerations and Educational Design (2007, background): “…and cultural competence dependent upon accidents of birth that do not take into account diversity within those communities and among diverse individuals and groups who participate competently in practices that cross ethnolinguistic, geographical, and social boundaries2 (Gutierrez & Rogoff, 2003).”
The Enduring Appeal of ‘Learning Styles’ (2010, background): “Gutiérrez and Rogoff (2003) have commented on the ways in which learning styles, instead of liberating children from minority cultures from stereotyping, have become another way to confine them within expectations and to define what they can or cannot do and how they are supposed do it.”
Student Teaching’s Contribution to Preservice Teacher Development (2013, background): “…surprise upon realizing students’ kindness, curiosity, and intelligence—might be reasonably classified as reflecting impoverished views of culture (Gutiérrez & Rogoff, 2003) and inflicting “subtle and covert,” yet insidious expressions of racism—what Solorzano (1998) has called “racial…”
Becoming a Hurdler: How Learning Settings Afford Identities (2009, background): “…viewed learning as fundamentally tied to the social and cultural contexts within which it occurs and have come to see learning not only as a cognitive process but as a sociocultural process as well (Cole 1996; Greeno 1997; Gutierrez and Rogoff 2003; Lave and Wenger 1991; Lee 2007; Rogoff 1993).”
Altering the Trajectory of the Self-Fulfilling Prophecy (2017, background): “Early attempts to address achievement disparities for poor youth, most of whom were students of color, were rooted in deficit orientations that reflect superiority of a group’s practices, expectations, and experiences (Banks, 1993; Gutiérrez & Rogoff, 2003; Tharp, 1989).”
Advice about the Use of Learning Styles: A Major Myth in Education (2007, critical): “Although the use oflearning styles has been challenged for years (see Curry, 1990; Doyle & Rutherford, 1984; Gutierrez & Rogoff, 2003; Kampwirth & Bates, 1980; Snider, 1990; Stahl, 1999), it seems as though the issues raised by these papers have had little impact on the continuing use of learning…”
Advancing Early Literacy Learning for All Children (2010, background): “…literacy interventions that serve as cultural amplifiers (Cole & Griffin, 1980) that extend rather than constrain children’s repertoires of practice— repertoires that can be leveraged to ensure full participation in meaningful literacy practices across learning contexts (Gutiérrez & Rogoff, 2003).”
Entre Familia: Immigrant Parents' Strategies for Involvement in Children's Schooling (2014, neutral): “(Gutiérrez & Rogoff, 2003, p. 22, emphasis in original) Such an understanding of culture renders attempts to make groupwide generalizations about particular practices problematic, to say the least.”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, background): “…structural inequities which create a mismatch between students and schools (Ogbu, 1994; Villegas, 1988), exploring learning as cultural practice (Gutierrez & Rogoff, 2003), increasing teachers’ understanding of students’ cultures as “funds of knowledge” (Moll et al., 1992), 1University of…”