About

Division G: Social Context of Education is one of the 12  divisions of the American Educational Research Association. It examines processes of teaching and learning within a social context. Such an examination takes under consideration social, cultural, political, discourse, and economic influences. Hence, cognition, language, learning processes, and social organization are considered as they are situated in local and global contexts and in relation to demographic, linguistic, and cultural diversity. These complex views of teaching and learning provide a context in which to shed light on the ways in which significant social and technological change shapes our educational research, policy, and practices. We encourage submissions that examine the ways in which the new knowledge economies operate to include and exclude, embrace and marginalize, offer access and create barriers for learning in formal and informal contexts.

The five sections described below represent different ways of analyzing or focusing on educational issues in social contexts.

Section 1: Local Contexts of Teaching and Learning
This section encompasses scholarship about local contexts and settings of teaching and learning in both formal and informal venues. It includes research with a diversity of topical interests that bring into view the local contexts and situated organizations of action and meaning. Units of analysis may be particular lessons, assessment practices, tasks, identities, structures, classroom interactions, the language of social interaction in educational settings, encounters of teaching and learning, and so on.

Section 2: Education in Multicultural Contexts Within and Across Subject Areas
This section encompasses studies that focus on race, ethnicity, gender, language, social class, sexual orientation, immigration status, age, and other forms of demographic diversity. We are especially interested in research that connect the intersection of demographic diversity within and across curricula. The section also includes studies on students’ trajectories across social and cultural contexts, adaptation from home to school, ethnic identification and cultural variation, and social barriers and constraints, as well as sources of agency that may contribute to achievement and educational opportunity.

Section 3: Social Context of Multiple Languages and Literacies
This section encompasses studies that focus specifically on bilingualism, bidialecticalism, multilingualism, biliteracies and multiliteracies in either formal or informal education (including the foreign language, bilingual, and English-as-a-secondlanguage classroom), and social settings.

Section 4: Social Contexts of Educational Policy, Politics, and Praxis
This section encompasses papers that examine the role of education in the larger society and the political contexts of education. The section encourages analyses of the social and cultural
contexts of educational policy, teacher education, and pedagogy through critical, liberatory, sociocultural, feminist, and/or multicultural lenses. Some of the issues studied might include social change, stratification and inclusion, and pedagogical critique, as well as political and policy analyses.

Section 5. Social Context of Research on Schools and Communities
This section encompasses critical analyses that focus on transformative inquiries within schools, neighborhoods, and communities. Analyses that are situated within the local and global context of education, that are transdisciplinary, culturally appropriate, collaborative, and that have the greater potential for creating action in K–12 schools and their communities are included
in this section.

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