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Although power and privilege are embedded in all learning environments, the learning sciences is dominated by individual cognitive theories of learning that cannot expose the workings of power. Power and Privilege in the Learning Sciences: Critical and Sociocultural Theories of Learning addresses the ways in which research on human learning can acknowledge the influence of differential access to power on the organization of learning in particular settings. Written by established and emerging scholars in the learning sciences and related fields, the chapters in this volume introduce connections to critical and poststructural race theories, critical disability studies, queer theory, settler-colonial theory, and critical pedagogy as tools for analyzing dimensions of learning environments and normativity. A vital resource for students and researchers in the fields of learning sciences, curriculum studies, educational psychology, and beyond, this book introduces key literature, adapts theory for application in education, and highlights areas of research and teaching that can benefit from critical theoretical methods.
List of contents
Table of contents
Foreword. Critical learning opportunities for the learning sciences
Carol D. Lee
Acknowledgements
List of Contributors
Chapter 1. Introduction
Indigo Esmonde and Angela N. Booker
Chapter 2. Power and sociocultural theories of learning
Indigo Esmonde
Chapter 3. Interfaces between critical race theory and sociocultural perspectives
Eileen R. Carlton Parsons
Chapter 4. Learning discourses of race and mathematics in classroom interaction: A poststructural perspective
Niral Shah
Zeus Leonardo
Chapter 5. On the complementarity of cultural historical psychology and contemporary disability studies
Peter Smagorinsky
Michael Cole
Lúcia Willadino Braga
Chapter 6. Queer theory in the learning sciences
Jacob McWilliams
William R. Penuel
Chapter 7. Towards an ethic of decolonial trans-ontologies in sociocultural theories of learning and development
Megan Bang
Chapter 8. Critical pedagogy and sociocultural theory
Shirin Vossoughi
Kris D. Gutiérrez
Chapter 9. Toward critical sociocultural theories of learning
Indigo Esmonde
Angela N. Booker
About the author
Indigo Esmonde is Associate Professor in the Department of Curriculum, Teaching, and Learning in the Ontario Institute for Studies in Education at the University of Toronto, Canada.
Angela N. Booker is Assistant Professor of Communication and faculty with the Laboratory of Comparative Human Cognition (LCHC) at University of California, San Diego, USA.
