3.3.3 How might mismatches between a student's or group's preferred learning approaches and classroom processes be contributing to the puzzling situation?

As discussed in CIP Step 3, Gutiérrez and Rogoff (2003) moved away from static characterizations based on group membership in considering cultural differences in learning approaches. Their alternative stance, based in a cultural-historical perspective, sees individuals' and groups' "dispositions" toward certain learning approaches as related to their participation in ongoing practices of their (changing) cultural communities. As Rogoff (2003) says:

Throughout childhood, children increasingly participate in and begin to manage the cultural activities that surround them, with the guidance of caregivers and companions (Fortes, 1938, 1970). They learn the skills and practices of their community by engaging with others who may contribute to structuring the process to be learned, provide guidance during joint activity, and help adjust participation according to proficiency.... (p. 69)

Thus, individuals' background experiences (and interests) will prepare them for knowing how to engage in particular kinds of cognitive activities. However, although such "dispositions" indicate skills and knowledge with which individuals have had prior experience, they do not define a limit on what students are able to do.

As Rogoff (2003) indicated, this approach to cognition is different from more traditional approaches that focus on solitary individuals:

[C]ognitive development is not the acquisition of knowledge or skills; rather, it takes a more active form. Cognitive development consists of individuals changing their ways of understanding, perceiving, noticing, thinking, remembering, classifying, reflecting, problem setting and solving, planning, and so on--in shared endeavors with other people building on the cultural practices and traditions of communities. Cognitive development is an aspect of the transformation of people's participation in sociocultural activities (p.237)

For some specific (and powerful) examples of the cultural nature of cognition and learning, see Rogoff (2003, pp. 236-326). Fox (1994) presented compelling descriptions of how university students from around the world approach academic writing from very different perspectives than "mainstream" U.S. students. Her descriptions could be useful to anyone who teaches students who have had substantial formal education in other countries.

As mentioned previously, in examining possible cultural mismatches it is very important to remember that your goal is to understand, not to judge. Because this CIP step most likely will involve examining perspectives and experiences that are different than your own, it is especially important to remind yourself of this if you are using this cultural perspective in your CIP project.

Success Stories & CIP Studies Related to Mismatches Between Cultures

Consider next question: 3.4
Gather information on this question: 4.3.3