The cultural context of research and best practices has often been overlooked in educational research. Such an absence has often led to questionable findings/results and practices. When individuals are not included in telling the stories of their lives and experiences, it is difficult for research and best practices to have meaning. The dimensions of culture are the social norms, values, the basic assumptions about space and time, the relations with nature, the conception of justice and self that defines individuals’ and groups’ sense of self.

The Cultural Context of Education and Human Potential (CCEHP) SIG is intended to make the case for the necessity of including the voices of individuals often unheard and to promote better understanding and learning between and about different groups. Moreover, it is also intended to demonstrate how the underutilization of the voices of different cultures has led to the underutilization of their potential. The underutilization of individuals’ and groups’ human potential prevents them from maximizing their capabilities and/or productivity. For example, it can occur in the case of discrimination, differential educational opportunities among individuals or groups, inappropriate training for the market, effects of space, or divisions in the distribution of technological knowledge—digital divide.

Cultural context is defined as interrelated characteristics that provide a perspective—frame of reference—for understanding individuals’ and/or groups’ ways of knowing and being. The interrelated characteristics generally include the sum total of the makeup of individuals. Therefore, when research is absent a cultural context, it is like a missing part of a puzzle. Findings and policies can never be clear because essential parts (the why and how) of the meaning are absent.

This SIG, unlike many SIGs, cuts across cultural, disciplinary, research methodologies and geographic boundaries. Research and best practices that focus on the cultural aspects of individuals, groups and/or countries, including a broad range of research methodologies and policy analysis are welcome. The CCEHP Special Interest Group is also particularly interested in studies and/or best practices that include and promote intercultural learning about and between often different voices and groups and that promotes the utilization of the potential, broadly defined, of all groups.