A learning-teaching framework from a socially and culturally situated perspective must put equity in the center of how one leads, teaches, and counsels in a school or an institution. Equity are the relevant and appropriate attempts or responses that are culturally and socially situated to meet the program and instructional needs of students at the right time, condition, and context. Corollary to this is the notion of knowing who the students are, how they learn, and what facilitates their engagement.
Social capital refers to the network of social relationships that provide resources available for individuals who are members of the group. Socially-situated practices provide access to relations and resources by way of whom individuals already know that provide them support in navigating through the school system. Cultural capital refers to the “embodied,” “objectified,” and “institutionalized” practices and resources possessed by individuals that may put them at an advantage over others. Culturally-situated capital can be acquired through one’s family or education that may include an acquired advantage of knowing how the school works, possessing academic qualifications, and having access to museums, art exhibits, computers, and aesthetic preferences such as taste of music, art, food, and other creative forms.
Engagement is the effort directed toward learning and acquiring the knowledge, skills, and abilities that schools intend to promote. It is imperative to think about academic, social, cognitive, and affective engagement as requisites to any innovations in a learning-teaching curriculum framework.