A social/cultural constructivist perspective on learning “problems”

Abstract

Intense debates about school achievement and the problem of school failure are common in academic and political discussions. Commonly, school failure is seen as a failure of individuals who lack the ability, effort or motivation to succeed. This paper considers an alternative, social constructivist framework to consider the problem of school failure. From this perspective, school failure is ultimately accomplished in communities inside the institution of schooling. This social/cultural perspective suggests that the remedy to school failure lies in reshaping relationships and school structures congenial to the needs of individual children. This all begins with the presumption that all children, regardless of their background or achievement lever, are thoughtful, interesting and competent people. The assumption is that in being treated competently, children will respond by acting competent.