The Presence of Culture in Learning

Young, Patricia A.

doi:10.1007/978-1-4614-3185-5_28

Cited by 13 publications

(5 citation statements)

References 99 publications

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“…Studies also have assessed the influence of organizational learning culture on job satisfaction, motivation to share and employee turnover intentions (Egan et al, 2004). A review of literature shows that learning happens through a learner's interaction with the culture; hence, culture is embedded in the learner (Young, 2014). Regarding the individual level, there are a few studies related to employee creativity and learning (Hahn et al, 2015), empowerment, performance and learning (Awasthy and Gupta, 2012), for example learning in the Indian higher education institutes (Chawla and Lenka, 2015).…”

Section: Dimensions Of Social Capitalmentioning

confidence: 99%

Dimensions of social capital and learning culture: a case of an IT organization

Srirama

Iyer

Reddy

2020

TLO

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Purpose Earlier studies of social capital have focused on its influence on various aspects of business. There is substantial void in the literature on how social capital enables learning culture in organizations. The purpose of this paper is to explore direct and indirect relations between dimensions of social capital and learning culture in the organizational context. Design/methodology/approach A survey-based research was conducted in which the questionnaire based on the Dimensions of Learning Organization Questionnaire (DLOQ) and social capital was used. Participants in this study were employees from an IT organization based in India. Data was subjected to structural equation modeling to understand causal relations between social capital and learning culture. Findings This empirical study emphatically shows that parameters of social capital positively influence individual learning. Results show that shared vision, shared narratives in the cognitive dimension; trust and identification in the relational dimension; and mutual confiding in the structural dimension have a positive influence on individual learning. Originality/value Findings in this paper indicate that a culture of learning in organizations starts with individuals and it can be fueled and sustained by social capital embedded within the organization if managers focus on enabling the factors identified in this study through policies and practices.

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Section: Dimensions Of Social Capitalmentioning

confidence: 99%

Dimensions of social capital and learning culture: a case of an IT organization

Srirama

Iyer

Reddy

2020

TLO

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“…Selain kondisi dan kegiatan pembelajaran di SMB Adhicitta Suruh, Tengaran, dan Susukan, di tahap ini peneliti juga mengidentifikasi kearifan dan budaya lokal di Suruh, Tengaran, dan Susukan. Kearifan dan budaya lokal tersebut berkaitan dengan nilai, pengetahuan, kepercayaan, dan hal-hal yang dipegang oleh masyarakat tertentu dan dibagikan di dalam masyarakat tersebut serta dibagikan ke generasi selanjutnya (Gill, 2013;Lebrón, 2013;Matsumoto, 2009 seperti yang dikutip oleh Young, 2014). Maka, fokus wawancara berada pada bentuk dan nilai-nilai kearifan dan budaya lokal di Suruh, Tengaran, dan Susukan.…”

Section: Lookunclassified

Penerapan Pembelajaran Agama Buddha Berbasis Kearifan dan Budaya Lokal di Sekolah Minggu Buddha (SMB) Adhicitta Suruh, Tengaran, dan Susukan

Andanti

2024

Scholaria

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This study was the first of the two-cycled action research. This study aimed at building teachers’ understanding of integrating local wisdom and culture content with Buddhism at Adhicitta Buddhist Sunday School, Suruh, Tengaran, and Susukan, as the basis of the implementation of local wisdom and culture-based Buddhist learning. The first cycle of action research consisted of three stages, Look, Think, and Act. The data gathering technique employed interview, observation, and documentation. The data was analyzed through data condensation, data display, and drawing and verification conclusions. The results showed that the teachers at Adhicitta Buddhist Sunday School, Suruh, Tengaran, and Susukan had not completely understood how to integrate local wisdom and culture content with Buddhism. The human resources limitation and the high demand of the Buddhist Sunday School Curriculum contributed as the main factors of the teachers’ poor understanding. Based on the evaluation of the latest step of Act, the next cycle focused on the intensive training towards the teachers at Adhicitta Buddhist Sunday School, Suruh, Tengaran, and Susukan in designing local wisdom and culture-based Buddhist lesson plans.

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“…Individuals are shaped by influences and beliefs learned through culture. However, traditional science instruction underutilizes cultural capital in diverse classrooms when it comes to engaging and maximizing student learning [55,56].…”

Section: Culturally Relevant Science Pedagogy (Crsp)mentioning

confidence: 99%

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

Nkrumah

2023

Education Sciences

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Although African American educators strive to ameliorate racist and/or sexist barriers to learners’ science engagement in U.S. education, examples of applications of culturally relevant science instruments to measure African American learners’ engagement in science are hard to find in the literature. Inaccurate perceptions about student engagement in science education continue to exist, including assumptions about the prevalence and effects of low socioeconomic status, limited content knowledge, and a lack of interest or motivation of African American learners compared to white learners. Most exemplars of student engagement in science focus on the cognitive, behavioral, and social mores of white, male, cisgender, middle-class learners and their reactions to teacher pedagogy. This article reports on a qualitative study of three African American female and male secondary science educators’ narratives of “engagement” in science amongst systemic inequities in the northeastern and southeastern U.S. regions. To better understand African American learners’ science engagement, I combined socially transformative science curriculum approaches for African American students using five types of mastery with the concepts of culturally relevant science pedagogy as the facilitator of racial equity. A critical-arts-based research methodology was used to craft participants’ autobiographical data and drawings into a literary métissage of the participants’ experiences, memories, and culturally relevant pedagogical strategies. Themes included: (1) teachers’ recognition that their interest and positionality impacted their engagement in science; (2) their understanding of how identifying as scientists informed their career choices and modes of participation; and (3) their observations about how mentoring and vision influenced students’ attitudes about engaging in science. The major finding was that critical incidents that teachers experienced when they were students in K-20 schools influenced how they became engaged in science and constructed their culturally relevant practices as science educators. The implications of this finding for pre-service and teacher leadership development for equitable teaching and learning will be discussed, and recommendations for using culturally relevant science practices and navigating power dynamics will be provided.

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The Presence of Culture in Learning

Cited by 13 publications

References 99 publications

Dimensions of social capital and learning culture: a case of an IT organization

Dimensions of social capital and learning culture: a case of an IT organization

Penerapan Pembelajaran Agama Buddha Berbasis Kearifan dan Budaya Lokal di Sekolah Minggu Buddha (SMB) Adhicitta Suruh, Tengaran, dan Susukan

The Inequities Embedded in Measures of Engagement in Science Education for African American Learners from a Culturally Relevant Science Pedagogy Lens

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