Multiple perspectives on cognitive development: Radical constructivism, cognitive constructivism, sociocultural theory, and critical theory

This multi-vocal article represents the work of three teacher educators. In conjunction with Glasersfeld’s (1996) description of Radical Constructivism, we agree that any theory “cannot claim to be anything but one approach to the age-old problem of knowing. Only its application in contexts where a theory of knowing makes a difference can show whether or not it can be considered a viable approach.” (von Glasersfeld, 1996, p. 309). In this conceptual piece, we examined the relationship between Radical Constructivism and three distinct, yet sometimes overlapping, theories: 1) Cognitive Constructivism 2) Sociocultural Theory; and 3) Critical Theory. First, we discuss the key premises, elements, and/or assumptions of each theory as well as points of convergence and divergence between each theory and Radical Constructivism. Secondly, we will analyze the opening vignette through the three different theoretical lenses

(Re)considering equity, inclusion and belonging in the updating of the early years learning framework for Australia: The potential and pitfalls of book sharing

Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators’ beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework’s diversity principles. A critical theoretical framework enables a robust examination of how the Early Years Learning Framework constructs, maintains, legitimises and/or disaffirms social inequities, implicitly probing how literacy education mediate/s messages children receive about their identity, cultures and roles in society. The findings suggest that instead of pursuing anti-racism and transformative justice, educators’ pedagogical practices were likely to legitimise existing racist structures. The findings are discussed in relation to 20 recommendations published by a consortium of experts in the updating of the Early Years Learning Framework. The implementation of the updated Early Years Learning Framework must act on questions of justice for whom and according to whom. To move to ideologies, methodologies and pedagogies of potentiality, it is necessary to interrogate and reject oppressive and harmful practices, inaccurate and insensitive portrayals, and pedagogies damaging to Black, Indigenous, and other communities of Color which this study shows have beenevident in the EYLF to date

Culturally Relevant Teaching in Science Classrooms: Addressing Academic Achievement, Cultural Competence, and Critical Consciousness

This article provides classroom examples and commentaries for extending and deepening culturally relevant science teaching efforts in classrooms.  It examines instructional efforts used by one of the authors with high school and university students.  Together, the three authors rethink and reconsider several aspects against a culturally relevant pedagogical backdrop. The commentary points out considerations for focusing on student achievement, cultural competence, and critical and sociopolitical consciousness.  The necessity and difficulty of centering culture, equity, and power relations are emphasized