The Learning Sciences in a New Era of U.S. Nationalism

Thomas M. Philip*, A. Susan Jurow, Shirin Vossoughi, Megan Bang, Miguel Zavala, The Politics of Learning Writing Collective

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

42 Scopus citations

Abstract

What responsibilities do researchers of learning have in the wake of Trump's election and the proliferation of far-right, populist nationalism across the globe? In this essay, we seek to prompt and engage a dialogue about the political role and responsibilities of our field at this historical moment. First, we situate the social hierarchies that were most pronounced during this election within a longer history of U.S. policies and practices. We then examine the ostensible division between research on learning and the political contexts and consequences of learning. We argue for the need to address this false chasm and build on scholarship that has demonstrated the inextricable links among learning, power, and politics. We conclude by exploring how research on learning might more meaningfully engage with the political dimensions of learning through teaching, engaged research, publishing, professional forums, and service.

Original languageEnglish (US)
Pages (from-to)91-102
Number of pages12
JournalCognition and Instruction
Volume35
Issue number2
DOIs
StatePublished - Apr 3 2017

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Psychology(all)

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