Imagining Educational Change Through Cross-Cultural Perspectives on Learning

• In Event: (Re)Conceptualization Change at Scale: New Visions for and Models of Educational Change

Abstract

With the rise in concern around learning loss exacerbated by COVID-19, policymakers and educational leaders around the globe have called for policies and interventions for more meaningful learning (Woulfin & Spitzer, 2023). Mastery learning is a way to address this learning loss as it promotes equity and long-term transferability to real-life situations (Guskey, 2010; Wiggins, 2014). In this collaborative-autoethnographic study of our transnational learning experiences in the US and Korea, we found societal levels of mastery learning present in the Korean context revealed as visibility, evolution, and time investment. Our findings suggest educational change at the school level requires a holistic understanding of larger social factors that shape learning which are critical to supporting culturally and linguistically diverse students and communities.

Authors

• Heather Reichmuth, University of Southern Maine

• Taeyeon Kim, University of Nebraska - Lincoln