Situated learning theory and agentic orientation: A relational sociology approach
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.Citation
Kakavelakis, K., Edwards, T. (2011) 'Situated learning theory and agentic orientation: a relational sociology approach' Management Learning 43 (5):475-494Publisher
Sage JournalsJournal
Management LearningAdditional Links
http://mlq.sagepub.com/cgi/doi/10.1177/1350507611427233Type
ArticleLanguage
enISSN
1350-50761461-7307
ae974a485f413a2113503eed53cd6c53
10.1177/1350507611427233