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Creating Expansive and Equitable Learning Environments: Elaborating the RISE Learning Principles

Sun, April 11, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), 2021 AERA Global, AERA Sessions

Session Type: Invited Roundtable

Abstract

This symposium builds on the recently published, Handbook of the Cultural Foundations of Learning, which theorizes the cultural nature of learning and reflects on the nature of robust learning environments. Drawing on the most recent scientific advances in neuroscience, psychology, anthropology, sociology, and the learning sciences, this work advances our understanding of what learning is, and how we can best support it in school and out. A core aspect of taking up educational responsibility—the theme for this year’s Annual Meeting, is scholars taking responsibility for the power of our theories to influence the types of teaching and learning that happen in school, for all students but especially for learners from minoritized communities. Taking educational responsibility around learning entails that education systems should take seriously the importance of robust learning experiences, and adopt practices that align with what we know about teaching and learning.

In this symposium, we articulate and reflect on the RISE principles, which define high quality, culturally-sustaining learning spaces. These principles view learning as:

• Rooted in our bodies and brains, which are intertwined with our social and cultural practices.
• Integrated with every other aspect of human development, including emotion, cognition, and the formation of identity.
• Shaped through the culturally organized activities of everyday life, both in and out of school and across the lifespan.
• Experienced as embodied and coordinated through social interactions with the world and others.

Each of these principles has important implications for how we think about learning, but also for how we structure learning in schools and classrooms, and how we understand the learning that occurs in communities and across them in the full learning ecology of people’s lives.

In this symposium, we explore each of these principles by reflecting on the key arguments from the Handbook in five breakout discussions, aligned with the five sections of the Handbook: Section 1) Human evolution, physiological processes, and participation in cultural practice; Section 2) Discourse, positioning, argumentation, and learning in culture; Section 3) Learning across contexts; Section 4) Reframing and studying the cultural nature of learning; and Section 5) Implications for practice and policy. Each breakout session will engage a presenter (who is not an author) to reflect on core contributions, tensions, and implications for learning theory and the practice of teaching and learning. Then the presenter will engage in a discussion with and among chapter authors. Finally, the breakout session will open to engaged discussion with the audience participants.

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