Power and Privilege in the Learning Sciences : Critical and Sociocultural Theories of Learning

136 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

First-Generation College Students as Academic Learners: A Systematic Review (2020, background): “Our view of academic learning is largely shaped by a sociocultural and critical learning sciences approach (Esmonde & Booker, 2017) whereby “context [is] inseparable from cognition” (Esmonde, 2017, p. 6); therefore, academic learning is understood as situated within a particular sociohistorical…”
Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship (2018, background): “The political contexts and consequences of our research will certainly look different across the range of scholarship represented in this journal, but these dynamics certainly exist in any context and we need to grapple with them explicitly (Esmonde & Booker, 2016).”