Horizons of Human Possibilities: Drawing on the Integrative Science of Human Learning and Development to Repair and Remedy Education Systems

Session Type: Invited Speaker Session

Abstract

Systemic harms structured through U.S. education and other public systems have been propagated by restrictive and deficit beliefs normalizing these harmful structures, including presumed scientific warrants across fields, spanning the early days of Eugenics to more recent work addressing the role of culture, viewed as hierarchies, static and singular. In contrast, more recent findings across human development, learning sciences, cultural, cognitive and social psychology, and neurosciences articulate a complex conceptualization of learning and development documenting the centrality of culture, human malleability, relationships, and diversity of pathways of development. Presentations articulate and build on these cross disciplinary findings informing how we can/should address historical and contemporary harms experienced through education and attendant systems that constrain opportunity, through research, practice, and policy.

Sub Unit

• AERA Presidential Session

Chair

• Carol D. Lee, Northwestern University

Papers

• What the Science of Learning and Development Documents About Repair and Remedy - Na'ilah Suad Nasir, Spencer Foundation

• The power of transcendent thinking, the neurological evidence - Mary Helen Immordino-Yang, University of Southern California

• Transcendent Thinking, Agentive Civic Reasoning, and Preparing Our Youth to Engage Civic Repair and Remedy - Carol D. Lee, Northwestern University

• Ecological and Policy Supports Needed for Developing Transcendent Thinking in Adolescence - Linda Darling-Hammond, Learning Policy Institute

• Teaching for Repair: Teachers’ Implementation of a Mandated Curriculum on Police Violence and the Struggle for Justice - Jessica Marshall, Spencer Foundation

Discussant

• Maisha T. Winn, Stanford University