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Situated learning theory and agentic orientation: a relational sociology approach

Kakavelakis, Konstantinos and Edwards, Timothy James 2012. Situated learning theory and agentic orientation: a relational sociology approach. Management Learning 43 (5) , pp. 475-494. 10.1177/1350507611427233

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Abstract

The orthodox literature on situated learning has favoured a conception of agency which is linked to habitual action and as a consequence it emphasizes learning as routinized enactment based on social cohesion. To highlight the contested nature of situated learning we draw on the case study of situated learning during organizational change and we employ a relational sociology perspective. The latter views agency as a process encompassing iterative, projective and practical evaluative dimensions which unfold in relation to the temporal and structural contexts within which situated learning is embedded. The evidence illustrates situated learning as an emergent process shaped by the diverse modes in which actors—operating in a context imbued with ambiguity—connected with a seemingly shared set of principles informing their practice.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Business (Including Economics)
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HM Sociology
L Education > L Education (General)
L Education > LB Theory and practice of education
Uncontrolled Keywords: Agentic orientation; relational sociology; situated learning
Publisher: SAGE Publications
ISSN: 1350-5076
Last Modified: 04 Jun 2017 03:21
URI: http://orca-mwe.cf.ac.uk/id/eprint/20073

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