What Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions

Autor/inn/en	Niewolny, Kim L.; Wilson, Arthur L.
Titel	What Happened to the Promise? A Critical (Re)Orientation of Two Sociocultural Learning Traditions
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 60 (2009) 1, S.26-45 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713609333086
Schlagwörter	Adult Learning; Adult Students; Social Influences; Cultural Influences; Context Effect; Environmental Influences; Social Theories; History; Literature Reviews; Learning Theories + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Sozialer Einfluss; Cultural influence; Kultureinfluss; Environmental influence; Umwelteinfluss; Gesellschaftstheorie; Geschichte; Geschichtsdarstellung; Learning theory; Lerntheorie
Abstract	Cleary it is no longer possible to think about learning without context. Although context cannot be ignored anymore, educators often struggle to explain how people learn in "and" with various contexts. Situated cognition and cultural--historical activity theory (CHAT) hold promise for understanding how adult learners are cultural and historical agents embedded within and constituted by socially structured relationships and tool-mediated activity. This promise, however, is not yet realized as the politicized nature of learning in practice that is foundational to both situated cognition and CHAT remains overlooked in adult learning literature. To move toward fulfilling the promise, this literature review emphasizes the neglected dimensions of recursivity and power within situated cognition and CHAT frameworks. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10