Research Knowledge and Policy Issues in Cultural Diversity and Education [Systemic Reform: Perspectives on Personalizing Education, Sept. 1994]
Roland G. Tharp
Drawing on research from the fields anthropology and linguistics, this paper explores whether ethnogenetic analysis can contribute to the design of effective educational programs. The issue of intra-cultural variability is explored, and a conceptual scheme is presented that places ethnogenetic analysis within a comprehensive framework of four levels of developmental processes which contribute to every human event, which are interactive, and all of which are potent in present time. The four causation levels are: (1) phylogenetic, which operates through evolutionary processes and in spans of time between eons and millennia; (2) ethnogenesis which operates between millennia and centuries; (3) ontogenetic level which operates through processes described as biographical and in timespans roughly between a century and decades; and (4) microgenetic processes which operate through the agents of mentors, teachers, and other adults who teach children particulars, and operate through acquisitonal process and in time periods that vary from decades to moments. Educators are urged to consider cognitive and educational issues and polices at the ethnogenetic level by taking into account the historical processes of culture of origin, while considering them as they are filtered by events and forces in individual life history, learning experiences, and current conditions.
Roland G. Tharp. Research Knowledge and Policy Issues in Cultural Diversity and Education [Systemic Reform: Perspectives on Personalizing Education, Sept. 1994] (1994). U.S. Department of Education: Washington, DC.
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