A common belief held by educators, researchers, and policy makers is that knowledge can be described in terms of specific objectives and imparted with little recourse to the communities of practice who value it (such as mathematicians, scientists, and journalists who use the resources and practices as part of their everyday activities) or to those situations in which it is valued and learned. This sets up a “content-culture incongruity” in which students are expected to appreciate content implicitly framed by the culture
of schools, but whose value and function is explicitly attributed to the cultures of mathematicians, writers, scientists, and so on.
Middle School Journal ● September 1999
About Sasha A. Barab PhD
Sasha Barab is a Professor in the Mary Lou Fulton Teachers College at Arizona State University, where he co-founded and serves as the Executive Director of the Center for Games and Impact.
Dr. Barab is an internationally recognized Learning Scientist who holds the Pinnacle West Chair of Education, and who has researched, designed, and published extensively on the challenges and opportunities of using games for impact.
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