Teaching, as Learning, in Practice

Ecologies of participation in school classrooms

“…Both Lave and Wenger in their on-going development of situated learning theory recognise that different forms of participation are possible (Lave, 1996;Wenger, 1998). Wenger (1998) proposes an expanded range of possible trajectories of participation, these are: an inbound trajectory that appears to correspond most closely to Lave and Wenger"s legitimate peripheral participation; insider trajectories to conceptualise the ongoing trajectory of full participants; boundary trajectories where participants' participation is connected to brokering across different communities of practice; outbound trajectories as people move away from the practices; and a form of peripherality that never leads to full participation.…”

“…However, it is claimed that it is a generalised theory of learning and so also applies to formal educational settings (Lave, 1996;Lave & Wenger, 1991;Wenger, 1998). Although, they recognise that particular issues of analysis and interpretation might arise when the theory is applied to schooling (Lave & Wenger, 1991;Lave, 1996).…”

“…However, it is claimed that it is a generalised theory of learning and so also applies to formal educational settings (Lave, 1996;Lave & Wenger, 1991;Wenger, 1998). Although, they recognise that particular issues of analysis and interpretation might arise when the theory is applied to schooling (Lave & Wenger, 1991;Lave, 1996). This article seeks to identify the ways in which participation in school classrooms is similar to and different from those described by Lave and Wenger, through this to more generally elucidate and critique Lave and Wenger"s theory and to argue for a more flexible conceptualisation of participation as central to learning.…”

Interactionally situated cognition: a classroom example

“…Greeno et al (1998) andLave (1996) Students and teachers were able to enact roles analogous to those found in Spartan society because of their own social positions in the US. If Jasmine and her peers had been upper middle class suburban students and Mrs. Bailey had been an inner city resident, they would surely not have enacted the interactional text that they did.…”

“…Lave (1993Lave ( , 1996 and others have argued that cognitive tasks in school do not differ in kind from "informal" or practical cognitive tasks. Even formal academic learning, Lave claims, depends on ecosocial systems that involve structures drawn from extra-mental tools and social practices.…”