Learning as cultural practice

This paper combines contributions from three sets of authors who examine the ways that learning, children's learning in particular, takes place in various contexts. One commonality amongst these contributions is that the research that is reported upon tends to approach learning as if it were a cultural practice. As such, it can be shaped through social experiences; but it can also differ widely from one cultural setting to another. The three contributions in this paper investigate language, exploratory behaviour, and family engagement in science learning. Some of the work examines understandings of the relationship between learning and social experiences like language. Other work focuses on ways to facilitate children's cultural experiences of learning. It is hoped that greater understandings of how the cultural practice of learning develops and the ways this practice can be facilitated will ultimately afford more equitable opportunities for young people in and beyond the classroom.