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Learning as the Organizing of Social Futures by Kevin O'Connor & Anna-Ruth Allen - 2010This chapter argues for a view of learning as a collective accomplishment that is a matter not only of gaining particular knowledgeable skills through participation in social practices, but also of organizing the conditions under which participation becomes recognized as valuable. This requires that research on learning place a central focus on this organizing work, which takes place in different locations and on different timescales, in order to adequately examine the processes through which participation is made to be consequentially successful or
not.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 109. No. 1. |
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- Kevin O'Connor
University of Colorado Boulder
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KEVIN O’CONNOR is an assistant professor in the School of Education at the University of Colorado, Boulder. His research focuses on the organizing of access to valued sociocultural networks, in both established professional disciplines and in community organizing efforts aimed at building new social futures. His recent publications include “Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning” (Journal of Engineering Education), Communicative Practice, Cultural Production, and Situated Learning: Constructing and Contesting Identities of Expertise in a Heterogeneous Learning Context” (Linguistic Anthropology of Education), and “Contextualization and the Negotiation of Social Identities in a Geographically Distributed Situated Learning Project” (Linguistics and Education).
- Anna-Ruth Allen
University of Colorado Boulder
E-mail Author
ANNA-RUTH ALLEN is an instructor in the School of Education at the University of Colorado, Boulder. Her research focuses on youth identity in and out of schools, and sociocultural and critical approaches to literacy learning. Her recent publications include “Becoming a Teacher” (Teachers College Record) and “Language, Class, and Identity: Teenagers fashioning themselves through language” (Linguistics and Education).
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