This chapter reviews recent qualitative studies on personalized learning in middle/secondary school settings to analyze the role of culture in how this concept is enacted and researched. Personalized learning is posited as a pedagogical approach that aims to revolutionize schooling and challenge educational inequity by foregrounding learners’ agency in what and how they learn, tailoring pedagogy and its purpose to learners’ unique interests, needs, and abilities. Given the strong emphasis of the approach on the uniquenesses of the persons who are learning, our analysis interrogates the discourse on culture in studies on personalized learning and extrapolates how this discourse informs problem formulation, design and logic, sources of evidence, analysis and interpretation, and implications for practice. This review reveals a disconnect between the relevant literature on culture in learning and omissions of researchers and research participants’ cultural positionalities and identities. This appears to affect the quality of educational evidence, inhibiting a deep understanding of the implementation of the personalized learning approach for different communities of learners. We assert that research into practices that intend to meet the needs of diverse learners should center learner and researcher cultures and positionalities as part of a theory of change that permeates the entire research process.

本章回顾了有关中学/中学环境下个性化学习的最新定性研究，以分析文化在此概念的制定和研究中的作用。个性化学习被认为是一种教学方法，旨在通过使学习者的机构了解他们的学习方式和方式，针对学生的独特兴趣，需求和能力定制教育方法及其目的，来革新学校教育并挑战教育不平等。鉴于此方法特别强调学习者的独特性，因此我们的分析会询问个性化学习研究中的文化话语，并推断该话语如何为问题的形成，设计和逻辑，证据来源，分析和解释提供信息，以及对实践的启示。这篇评论揭示了有关学习中文化的相关文献与研究人员的遗漏以及研究参与者的文化地位和身份之间的脱节。这似乎影响了教育证据的质量，阻碍了对不同学习者群体实施个性化学习方法的深刻理解。我们认为，对旨在满足不同学习者需求的实践进行研究时，应将学习者和研究者的文化和位置定位为中心，作为贯穿整个研究过程的变革理论的一部分。阻碍了对不同学习者社区实施个性化学习方法的深刻理解。我们认为，对旨在满足不同学习者需求的实践进行研究时，应将学习者和研究者的文化和位置定位为中心，作为贯穿整个研究过程的变革理论的一部分。阻碍了对不同学习者社区实施个性化学习方法的深刻理解。我们认为，对旨在满足不同学习者需求的实践进行研究时，应将学习者和研究者的文化和位置定位为中心，作为贯穿整个研究过程的变革理论的一部分。