Apprenticeship in Critical Ethnographic Practice

Lave, Jean

doi:10.7208/chicago/9780226470733.001.0001

Cited by 387 publications

(245 citation statements)

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“…In this case, the teachers with whom we work can be said to be learning to do something that they are already doing (Lave, 2011); that is, they are learning to teach content and strategies they already know using tools they may or may not be familiar with and by means of approaches that they may or may not have not tried to use before. In short, they are already working with established routines, practices, knowledge and know-how (Guerrero, 2011), and now educational and political authorities have called upon them to include what is potentially a powerful and complex set of tools and processes in their teaching repertoire.…”

Section: A Social Practice Approach To Professional Developmentmentioning

confidence: 99%

“…Our questions about how such a feat might occur centre on the risks and initiatives that Miguel Ángel took as a learner (Lave, 2011), and how his know-how developed over time. In particular, we were interested in how he reshaped his thinking about his teaching, and particularly in how he reshaped his approach to the curriculum and to his students, and how his understanding of his role in their learning changed.…”

Section: Miguel Angel: a Novice With 38 Years' Experiencementioning

confidence: 99%

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A Social Practice Approach to Understanding Teachers' Learning to Use Technology and Digital Literacies in the Classroom

Kalman

Guerrero

2013

E-Learning and Digital Media

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Current educational policy in Mexico, as in many other parts of the world, leans heavily on teachers to use computers in their classrooms. This article explores under what conditions teachers are willing to learn about and use digital technology in their work. The authors' central premise is that incorporating technology into teaching is a complex process that includes redefining classroom relationships, re-interpreting the curriculum, and expanding the notion of academic literacy beyond written texts. Using a social practice framework, they present data from a collaborative experience between teachers and researchers who share knowledge and know-how about how to use computers for academic purposes and co-participate in the design of academic activities for their classrooms. This article shows that in order for teachers to use digital technology, they need to participate in viable transitional practices that allow them to foray into the new, take risks in a safe environment, and construct new approaches to what counts as academic work, classroom interaction, curriculum and evaluation.For more than a decade, researchers have presented us with evidence that both quantifies and qualifies how much digital technology is now in schools and how little it is used

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Section: A Social Practice Approach To Professional Developmentmentioning

confidence: 99%

Section: Miguel Angel: a Novice With 38 Years' Experiencementioning

confidence: 99%

A Social Practice Approach to Understanding Teachers' Learning to Use Technology and Digital Literacies in the Classroom

Kalman

Guerrero

2013

E-Learning and Digital Media

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“…The fact that they were not conducted by indigenous members surely cannot render the work nugatory. Indeed, there is a direct parallel to be drawn between the apprenticeship of the skilled practitioner and the craft of the ethnographer [35,36].…”

Section: Indigenous Methods and Local Knowledgementioning

confidence: 99%

Indigenous Research and Romantic Nationalism

Atkinson

Ryen

2016

Societies

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In recent years, "indigenous research" and "indigenous methods" have become prominent themes in the general field of qualitative methodology. These ideas and their implications raise serious questions for the wider conduct of social research. We will outline some of those ideas, subjecting them to scrutiny, and ultimately using them to question the rise of Romanticism in contemporary social methodology. We develop these ideas to question the contemporary emphasis on the personal and the experiential in current methodological commentary.

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“…Sociocultural studies focusing on everyday cognition and practices of informal learning (Rogoff and Lave 1984;Lave and Wenger 1991;Rogoff 2008) have examined, 'how people participate in sociocultural activity and how they change their participation' to de-mystify 'the processes of learning and development' (Rogoff 2008: 71). For example, Jean Lave examined cognition and learning processes in the practice of cooking (Lave 1988) and sewing (Lave 2011). Extending this work, especially into professional workplace contexts, Etienne Wenger has analyzed the appropriation of online media in communities of practice (CoP) and has developed a typology of social software tools that can enhance informal learning within CoP (Wenger 2001;Wenger et al 2009;Wolf 2006).…”

Section: Appropriation Of Media To Develop Expertisementioning

confidence: 99%

Communicative Figurations of Expertization: DIY_MAKER and Multi-Player Online Gaming (MOG) as Cultures of Amateur Learning

Wolf

Wudarski

2017

Transforming Communications – Studies in Cross-Media Research

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This chapter explores the question of whether a changing media environment in times of deep mediatization opens up informal expertise development for a new culture of learning. It builds upon a theory of autodidaxy and prior research on the role of media in processes of expertise acquisition. In two learning domains that are open to autodidactical learning (DIY_MAKER and multiplayer online gaming), data was collected in a multi-site study based on interviews, observations and netnographic analysis to reconstruct communicative figurations of expertise development and compare them across different learning domains. It can be shown that the learning domain’s media ensembles both share and differ in respect of their media usage. While mainstream media such as Facebook or YouTube are part of both ensembles, each learning domain’s very specific media types are described. In the analysis of constellations of actors, a ‘learning arena’ and a ‘commercialization arena’ can be identified in both domains. In DIY_MAKER, a central arena for informal learning is sharing/community, while in Multiplayer Online Gaming we find a meta-game arena. Both maps of media ensembles and constellations of actors are helpful in grasping the complexity of communicative practices and the role of media for expertise acquisition in the two learning domains. The research clearly shows the specific learning-domain characteristics of communicative figurations of learning.

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Apprenticeship in Critical Ethnographic Practice

Cited by 387 publications

References 0 publications

A Social Practice Approach to Understanding Teachers' Learning to Use Technology and Digital Literacies in the Classroom

A Social Practice Approach to Understanding Teachers' Learning to Use Technology and Digital Literacies in the Classroom

Indigenous Research and Romantic Nationalism

Communicative Figurations of Expertization: DIY_MAKER and Multi-Player Online Gaming (MOG) as Cultures of Amateur Learning

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