『The Cultural Context of Knowledge』のカバーアート

The Cultural Context of Knowledge

The Cultural Context of Knowledge

著者： Dr. Donald Easton-Brooks
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概要
 Dr. Donald Easton-Brooks on how schools decide whose knowledge counts. Researched, single-voice essays on curriculum, pedagogy, equity, and the cultural context of learning. A companion to donaldeastonbrooks.com.© 2026 Dr. Donald Easton-Brooks 社会科学
エピソード
  • A Geo-Cultural Lens Into Technology and Education (S4 E4)

    A Geo-Cultural Lens Into Technology and Education (S4 E4)
    2026/11/11
    A couple of years ago Donald visited South Korea and watched four- and five-year-olds build models of an ecosystem powered by solar energy. In the spring of 2025 he visited a C-STEM teaching and experimental building inside a school in Nanjing, China, and spoke at a seminar in Shanghai with the educators behind it. In neither country did anyone ask whether technology belonged in the curriculum. This episode follows four governments answering the same question four ways: China required artificial intelligence instruction everywhere and set limits on the tool; South Korea rolled out AI digital textbooks, committed over 500 billion won, and watched teachers, parents, and voters reverse the plan within a semester; Vietnam piloted a framework with 101,000 teachers and 1.29 million students and then scaled it nationwide; the United States set a national goal and left the classroom to districts and companies. Underneath all four is a second source in the classroom that nobody vetted the way a school vets a teacher. A Stanford white paper found the language models behind most of these tools work well in English and far less well in Vietnamese or Nahuatl. Chinese researchers concluded a Western STEM curriculum could not be moved into Chinese schools as it came. The question they asked about STEM is the question every country now has to ask about artificial intelligence: whose culture is built into it, and what happens to the children whose culture is not. The episode closes with the season's recurring question, would it take root? Join the email list for the show notes, the full reference list, and the written companion to every episode, plus the series reading list to start: https://podcast.donaldeastonbrooks.com/subscribe?from=podcast
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    20 分
  • The Culture of Mathematics: Street Vendors, Written Tests, and Who Can See What a Child Knows (S4 E3)

    The Culture of Mathematics: Street Vendors, Written Tests, and Who Can See What a Child Knows (S4 E3)
    2026/11/04
    In Recife, Brazil, in the early 1980s, researchers posed as customers and bought coconuts, popcorn, and lemons from five children who worked the street markets. The children got 98 percent of the arithmetic right. A week later, on paper, with the same numbers, they got most of it wrong. This episode follows that finding: what the children knew, why the written test could not count it, and the Brazilian mathematician who named the problem ethnomathematics the same year. Then it follows the method of looking to places where adults went to find what children already knew: teachers in Tucson visiting their own students' homes and coming back with funds of knowledge; a second adult beside the teacher in the far south of Thailand who speaks Patani Malay; community teachers hired from the villages in Cambodia's highlands and moved onto the state payroll. The rule underneath: the question is never whether the knowledge is there. The question is whether the teacher in the classroom can recognize it. The episode closes with the season's recurring question, would it take root? Join the email list for the show notes, the full reference list, and the written companion to every episode, plus the series reading list to start: https://podcast.donaldeastonbrooks.com/subscribe?from=podcast
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    16 分
  • What Counts as a Match: Caste, Language, and the Question Underneath (S4 E2)

    What Counts as a Match: Caste, Language, and the Question Underneath (S4 E2)
    2026/10/28
    In a village primary school in rural India, researchers compared a child with herself: one subject taught by a teacher who shared her gender, caste, and religion, another by a teacher who did not. She scored higher in the matched subject. That is ethnic matching, measured in a country where the markers are not race. This episode asks what counts as the match once the boxes on the form change: what a match has meant in the United States and why that is one country's definition; a new U.S. study finding the largest gains when a teacher shares both a student's ethnicity and language; Japan's Ainu, recognized in 2008 and 2019, and why a match cannot be studied or staffed for until the state admits a people exists. The rule underneath all of it: whoever designs the form decides what a match is. The episode closes with the season's recurring question, would it take root? Join the email list for the show notes, the full reference list, and the written companion to every episode, plus the series reading list to start: https://podcast.donaldeastonbrooks.com/subscribe?from=podcast
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    15 分
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