‘Something to Talk About’: Notation and Knowledge‐Making among Central Slovak Lace‐Makers

Makovicky, Nicolette

doi:10.1002/9781444391473.ch4

Cited by 9 publications

(11 citation statements)

References 14 publications

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“…Other forms of direct guidance by more experienced co-workers include their providing partially worked examples or half complete tasks from which others to model and guide their activities, and the use of direct instruction. This guidance can also include the use of artefacts, such as notation systems used for making lace as a basis through which novices can learn lace-making relatively independently (Makovichy, 2010). For novice lace makers, the notation system became a form of distal guidance and scaffolding.…”

Section: Practice Pedagogiesmentioning

confidence: 99%

Learning in the circumstances of practice

Billett

2014

International Journal of Lifelong Education

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Learning in the circumstances of practiceLearning in the circumstances of practice stands as the commonest and most enduring way occupational capacities have been learnt across human history, and, likely, are currently learnt. Yet, a comprehensive account of this means of learning remains absent, which limits the legitimacy of workplaces as sites of learning, the learning arising from them, and understandings of how to organise, promote and evaluate that learning. When advancing this account, it is necessary to avoid being constrained by the discourse of schooling and orthodoxies of schooled societies, which can distort considerations of learning through practice on its own terms. When reviewed, anthropological and historical literature on learning occupational practices outside of educational provisions offers fresh suggestions including that such an account likely comprise elements of practice curriculum and pedagogies and personal epistemologies, albeit set within particular complexes of cultural, societal and situational factors. A key distinction arising from such a review is the emphasis on individuals' active processes of learning and how these are enacted in the circumstances of practice, rather than on teaching or instruction. Such a distinction runs deep in this literature and has consequences for conceptions of understandings and efforts to promote and improve learning through practice. Learning through practiceExplaining how adults have and continue to learn through their occupational practice (i.e. work) is central to the project of adult learning and development. Not the least is that much of adults' lives are spent in work and work-related activities and work and occupational subjectivities are central to that learning and development. This paper is part of an ongoing project to understand more fully how people learn occupations through their work. It draws largely upon anthropological and historical literature to identify how that learning occurred before and/or outside of schooled societies and 'schooling'. That literature suggests that humans have lived in settled communities for up to 10000 years and in cities for 5000 years, which has necessitated the development and learning of a range of occupational capacities required by such sophisticated societies. Over the vast majority of that time, the development and learning of occupations serving those communities has occurred in the circumstances of their practice (i.e. places of work). Only in the last few centuries and in schooled societies has the preparation for most occupations come to be undertaken in specialised institutions established for the purposes of promoting this kind of learning. Yet, despite these longstanding contributions to advancing personal and societal needs, comprehensive accounts of how learning through practice progresses remains elusive. Such an account clearly needs to go beyond description and establish premises for the efficacy of these circumstances for learning and provide guidance for enhancing them are learning en...

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Section: Practice Pedagogiesmentioning

confidence: 99%

Learning in the circumstances of practice

Billett

2014

International Journal of Lifelong Education

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“…It has been pointed out that there is a tendency in chaîne op eratoire based approaches to reify illustrative diagrams or flow charts of sequential technical activity (Dobres, 2000;Makovicky, 2010;Knappett, 2011). Fig.…”

Section: Discussionmentioning

confidence: 99%

Making as a didactic process: Situated cognition and the chaîne opératoire

Walls

2016

Quaternary International

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“…Establishing intimacy with the object of expertise, and in this case with one of the basic methodological tools of the trade – a survey questionnaire – is an important part of learning by apprenticeship because it allows trainees to assess their skills in relation to others’ work (Lave , ; Makovicky ; Portisch ). By sharing his research instruments with his students, and inviting them to be his critics, Alexandrov constructed them as capable interlocutors.…”

Section: The Cycle Of Ignorancementioning

confidence: 99%

Uneasy translations: vernacularizing demography for post‐Soviet statecraft

Leykin

2019

Royal Anthropological Inst

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The article explores a series of professional development seminars for state bureaucrats in the context of the moral panic over Russia's 'demographic crisis'. It follows the vernacularization of social knowledge for state bureaucrats -a central practice that marks these pedagogical engagements. The article explores this practice's potentialities and limitations for effectively communicating social knowledge to administrative audiences. It grounds itself in the theoretical discussions of expertise and demonstrates how vernacularizing social knowledge for post-Soviet statecraft shapes the social and political meanings of Russia's demographic crisis, investing state policies and discourses with authority.

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‘Something to Talk About’: Notation and Knowledge‐Making among Central Slovak Lace‐Makers

Cited by 9 publications

References 14 publications

Learning in the circumstances of practice

Learning in the circumstances of practice

Making as a didactic process: Situated cognition and the chaîne opératoire

Uneasy translations: vernacularizing demography for post‐Soviet statecraft

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