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    Situated learning theory and agentic orientation: A relational sociology approach

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    Authors
    Kakavelakis, Konstantinos
    Edwards, Tim
    Issue Date
    2011-12-27
    Subjects
    agentic orientation
    relational sociology
    situated learning
    
    Metadata
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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.
    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
    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
    ae974a485f413a2113503eed53cd6c53
    10.1177/1350507611427233
    Scopus Count
    Collections
    Centre for Leadership Innovation (CLI)

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