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Understanding learning culturally: overcoming the dualism between social and individual views of learning

Hodkinson, P., Biesta, G. and James, David 2008. Understanding learning culturally: overcoming the dualism between social and individual views of learning. Vocations and Learning 1 (1) , pp. 27-47. 10.1007/s12186-007-9001-y

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Abstract

This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: H Social Sciences > H Social Sciences (General)
Publisher: Springer Verlag
ISSN: 1874-785X
Funders: ESRC
Last Modified: 04 Jun 2017 07:59
URI: http://orca.cf.ac.uk/id/eprint/71076

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Cited 218 times in Google Scholar. View in Google Scholar

Cited 80 times in Web of Science. View in Web of Science.

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