Editorial: Research priorities concerning formal and informal learning in low- and middle-income countries

Julie Ann Robinson

Research output: Contribution to journalEditorial

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Abstract

Editorials typically conclude by situating the Research Topic within a wider context. However, the aims of the current Research Topic can be best explained by providing this context at the outset. During the past 20 years, researchers and practitioners in education, psychology, and health disciplines based in high-income countries have increasingly reflected on the limitations of their knowledge base (Arnett, 2008; Begeny et al., 2018; Cash-Gibson et al., 2018; Thalmayer et al., 2021; Molina-Aguilar and Robles-Espinoza, 2023). Most published research in these disciplines continues to be conducted with the small segment of the global population that lives in North America, Western Europe, and high-income countries in the Asia-Pacific region. These participants have life experiences that are not representative of the majority (Henrich et al., 2010). Research from the USA shows the greatest over-representation (Table 1a). The label “WEIRD” (Western, Educated, Industrial, Rich, and Democratic; Henrich et al., 2010) aptly captures the atypicality of the contexts in which most published research has been conducted.
Original languageEnglish
Article number1391089
Number of pages5
JournalFrontiers in Psychology
Volume15
DOIs
Publication statusPublished - 19 Mar 2024

Keywords

  • Africa
  • education
  • learning
  • low- and middle-income countries
  • publication bias
  • WEIRD contexts

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