One of my summer research strands is to extend the work and design I am doing around participatory and practice based learning. I have found a few works exceptionally helpful and thought I would list them here in hopes others will too.
What I like about this work is that it builds on the previous works of Wenger and Lave on situational learning, perspective and identity specifically — Wenger (1998) Communities of Practice: Learning, Meaning, and Identity: Learning in Doing: Social, Cognitive and Computational Perspectives on CoP’s and the foundational work of Lave and Wenger on situational learning (1991) Situated Learning: Legitimate Peripheral Participation: Learning in Doing: Social, Cognitive and Computational Perspectives . I will also add to this list the book all in education should read on critical ethnography by Lave (2011) Apprenticeship in Critical Ethnographic Practice .
I find each of these works intriguing and valuable towards the design of new professional development, organizational, and ultimately educational ecologies. Learning in Landscapes of Practice…. resonates because the concept of knowledgeability is so salient to schools and educational ecologies. In education, our silos for competency are legion and attempts to integrate professional development and participatory learning for the whole organization are very difficult. One of the main reasons for this, is our lack of robust frameworks to understand and critique the whole educational system that exists, quite often at this point, to perpetuate itself, as opposed to the needs of learners and communities.
This is tough work to tackle and the space of theory in schools often neglected. A common refrain in K-12 schools, “We do not have enough time for theory, we just need to….”, or, “we will leave that to the experts”. These views are at opposition with the reality that education is a social construct, that must be theorized, constructed/reconstructed through praxis, and care-taken by individuals in the community. No educator, parent or policymaker should leave the spaces of education, specifically praxis, unexamined. So where theory can open your eyes to a million valleys of thought and wonder, ultimately praxis allows for experience, knowledge building and networking towards both the boundaries and possibilities of education. These are critical conversations to have in education and society and I feel we need to take a much closer look at what we are doing.
If you have considered these works in the K-12, Higher Ed or informal learning space please do reach out, via comment here or by way of Twitter, email….