Selective Permeability and Situated Cognitive Harm in Multicultural Classrooms.
This article examines multicultural classrooms through the selective permeability model, which posits that individuals encounter different action possibilities or affordances in the same setting. The goal is to illuminate how educational environments may support some students while disadvantaging ot...
| Published in: | Topoi: An International Review of Philosophy Vol. 44; no. 2; pp. 457 - 476 |
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| Format: | Article |
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Springer Nature
May2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=185071267&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 185071267 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01677411 NM2 jtl: Topoi: An International Review of Philosophy issn: 01677411 maglogo: N pubinfo: dt: May2025 vid: 44 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 185071267 10.1007/s11245-024-10156-2 ppf: 457 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.7MB tig: atl: Selective Permeability and Situated Cognitive Harm in Multicultural Classrooms. aug: au: Crippen, Matthew affil: https://ror.org/01an57a31 Pusan National University, Busan, South Korea su: Cognitive psychology Psychology education School environment Social norms Cultural education sug: subj: Cognitive psychology Psychology education School environment Social norms Cultural education keyword: Affordances Cultural psychology Education Multiculturalism Psychology and Cognitive Sciences Psychology Selective permeability Situated cognitive harm ab: This article examines multicultural classrooms through the selective permeability model, which posits that individuals encounter different action possibilities or affordances in the same setting. The goal is to illuminate how educational environments may support some students while disadvantaging others, thereby causing situated cognitive harm. The article proceeds in several parts. First, it explores selective permeability in relation to what Gibson describes as "positive" and "negative" affordances, articulating how these polarities can change depending on a person's cultural background. Second, it integrates insights from cultural psychology, such as the influence of regional geography and city design on behavior-constraining cultural norms. These norms can productively funnel actions and learning. Yet when a student's cultural norms clash with tacit classroom prescriptions, the situation can be analogous to arriving at a rink with rollerblades only to be placed on ice: the learner confronts action limiting negative affordances and undergoes situated cognitive harm. Third, the article presents qualitative and quantitative data that clarify how culture moderates what students find helpful or hindering. Notably, incongruent norms are not always detrimental; under certain circumstances, they can serve as a catalyst for growth. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Topoi: An International Review of Philosophy is a copyright of Springer, 2025. All Rights Reserved. item: Topoi: An International Review of Philosophy holder: Springer Nature dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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