Citation

Reaching the last ninety percent: Research to promote learning in context

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Abstract:

Developing countries are home to ninety percent of school-age children but less than ten percent of the world’s social science research. The result is that many of the educational practices that take place in such contexts are based on research and traditions from elsewhere. This approach is not without its successes. Many recently developed programs of literacy instruction are based on a body of scientific evidence developed in the United States and other high-income countries. But I argue that without proper understanding of the context in which these programs operate, they cannot be effective or sustainable. Context is an important in so many aspects of education. As you move around the world you find different challenges to accessing education and different goals for children’s education. One of the most underdeveloped areas of research, however, concerns learning process. This considers such questions as: How do adults and children interact differently around the world and what are the implications for effective pedagogy? How does learning take place outside school and how does this influence pedagogical approaches? How do you incorporate the strength of an oral culture into the classroom rather than trying to override it? How do you respect different levels of autonomy of young adults around the world? How do you build on natural cooperativeness among children in different parts of the world. These are just some of the outstanding questions but until we try an answer them comprehensively, we simply don’t know what it is we don’t know. I will discuss promising approaches to finding answers to these questions as well as future directions for research methods and assessment tools that will get us there. The ultimate aim of this research is to understand how to build on – not displace – the capacity for learning in each culture to achieve international goals of learning for all.

Author's Keywords:

literacy, learning, low-income
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Association:
Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p710060_index.html
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MLA Citation:

Jukes, Matthew. "Reaching the last ninety percent: Research to promote learning in context" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p710060_index.html>

APA Citation:

Jukes, M. "Reaching the last ninety percent: Research to promote learning in context" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p710060_index.html

Publication Type: Panel Paper
Abstract: Developing countries are home to ninety percent of school-age children but less than ten percent of the world’s social science research. The result is that many of the educational practices that take place in such contexts are based on research and traditions from elsewhere. This approach is not without its successes. Many recently developed programs of literacy instruction are based on a body of scientific evidence developed in the United States and other high-income countries. But I argue that without proper understanding of the context in which these programs operate, they cannot be effective or sustainable. Context is an important in so many aspects of education. As you move around the world you find different challenges to accessing education and different goals for children’s education. One of the most underdeveloped areas of research, however, concerns learning process. This considers such questions as: How do adults and children interact differently around the world and what are the implications for effective pedagogy? How does learning take place outside school and how does this influence pedagogical approaches? How do you incorporate the strength of an oral culture into the classroom rather than trying to override it? How do you respect different levels of autonomy of young adults around the world? How do you build on natural cooperativeness among children in different parts of the world. These are just some of the outstanding questions but until we try an answer them comprehensively, we simply don’t know what it is we don’t know. I will discuss promising approaches to finding answers to these questions as well as future directions for research methods and assessment tools that will get us there. The ultimate aim of this research is to understand how to build on – not displace – the capacity for learning in each culture to achieve international goals of learning for all.


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