Radical Constructivism and Social Justice: Educational Implications (original) (raw)
2014, Constructivist Foundations
AI-generated Abstract
This paper discusses the implications of Radical Constructivism (RC) for educational practices and the discourse surrounding social justice in education. It critiques existing interpretations of RC, particularly how the individual and social knowledge construction are distinguished, arguing for a more integrated view that aligns with RC principles. The author emphasizes the need for educators to approach teaching as a process of co-construction of knowledge, moving away from traditional methods of knowledge transmission.
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Social Constructivist Perspectives on Teaching and Learning
Annual Review of Psychology, 1998
Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge. After the impetus for understanding the influence of social and cultural factors on cognition is reviewed, mechanisms hypothesized to account for learning from this perspective are identified, drawing from Piagetian and Vygotskian accounts. The empirical research reviewed illustrates (a) the application of institutional analyses to investigate schooling as a cultural process, (b) the application of interpersonal analyses to examine how interactions promote cognition and learning, and (c) discursive analyses examining and manipulating the patterns and opportunities in instructional conversation. The review concludes with a discussion of the application of this perspective to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform.
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