Situated learning theory and agentic orientation: A relational sociology approach

2.50
Hdl Handle:
http://hdl.handle.net/10547/250998
Title:
Situated learning theory and agentic orientation: A relational sociology approach
Authors:
Kakavelakis, Konstantinos; Edwards, Tim
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):475-494
Publisher:
Sage Journals
Journal:
Management Learning
Issue Date:
27-Dec-2011
URI:
http://hdl.handle.net/10547/250998
DOI:
10.1177/1350507611427233
Additional Links:
http://mlq.sagepub.com/cgi/doi/10.1177/1350507611427233
Type:
Article
Language:
en
ISSN:
1350-5076; 1461-7307
Appears in Collections:
Centre for Leadership Innovation (CLI)

Full metadata record

DC FieldValue Language
dc.contributor.authorKakavelakis, Konstantinosen_GB
dc.contributor.authorEdwards, Timen_GB
dc.date.accessioned2012-11-05T14:58:52Zen
dc.date.available2012-11-05T14:58:52Zen
dc.date.issued2011-12-27en
dc.identifier.citationKakavelakis, K., Edwards, T. (2011) 'Situated learning theory and agentic orientation: a relational sociology approach' Management Learning 43 (5):475-494en_GB
dc.identifier.issn1350-5076en
dc.identifier.issn1461-7307en
dc.identifier.doi10.1177/1350507611427233en
dc.identifier.urihttp://hdl.handle.net/10547/250998en
dc.description.abstractThe 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.en_GB
dc.language.isoenen
dc.publisherSage Journalsen_GB
dc.relation.urlhttp://mlq.sagepub.com/cgi/doi/10.1177/1350507611427233en_GB
dc.subjectagentic orientationen_GB
dc.subjectrelational sociologyen_GB
dc.subjectsituated learningen_GB
dc.titleSituated learning theory and agentic orientation: A relational sociology approachen
dc.typeArticleen
dc.identifier.journalManagement Learningen_GB
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