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Situated Learning: Legitimate Peripheral Participation
... Given the diversity of theoretical proposals and designs aimed at learning, the fulfillment of their objectives and the ideal use of technologies, discussions arise about the possibility of coexistence of these models and theoretical proposals in a single design. One of the approaches that stand out in this field is the mapping of tools and pedagogies that contribute to the implementation of learning designs by Conole, Dyke et al (2004) (17) , which addressed the multiplicity of theories present in the composition of learning environments and their various tools for developing learning activities. The mapping model consists of six components: 1) individual, where the individual is the focus of learning; 2) social: aimed at the development of learning through interaction and collaboration mediated by the speeches of its actors; 3) reflection, where directing this process to experiences is the basis of learning; 4) non-reflective: based on learning mainly focused on developing skills, conditioning and memorization; 5) information: where external structures make up the experience and knowledge material of learning; 6) experience: when learning develops directly from practical experiences and activities applied (17) . ...
... One of the approaches that stand out in this field is the mapping of tools and pedagogies that contribute to the implementation of learning designs by Conole, Dyke et al (2004) (17) , which addressed the multiplicity of theories present in the composition of learning environments and their various tools for developing learning activities. The mapping model consists of six components: 1) individual, where the individual is the focus of learning; 2) social: aimed at the development of learning through interaction and collaboration mediated by the speeches of its actors; 3) reflection, where directing this process to experiences is the basis of learning; 4) non-reflective: based on learning mainly focused on developing skills, conditioning and memorization; 5) information: where external structures make up the experience and knowledge material of learning; 6) experience: when learning develops directly from practical experiences and activities applied (17) . Picciano (2009) (18) presented a multimodal hybrid learning design composed of six fundamental pedagogical objectives and their respective implementations. ...
... When considering the evaluation of teaching practices and their learning results, the use of mapping strategies of the approaches used during the design is considered relevant. In this sense, a possible model for identifying these factors could be Conole et al (2004) (17) pedagogical mapping, given your understanding of the structure of learning. Advances in Social Sciences Research Journal (ASSRJ) ...
The advent of the pandemic in the years 2020-2021 further deepened the discussion about educational design that was guided by educational communicative practices. The objective of this work was to develop an online teaching-learning model focused on interaction and edu-communication. The study followed the Integrated Mixed Research Strategy in five stages. Firstly, the problem and objectives of the research were identified, by surveying the theoretical framework. Next, a qualitative field study was conducted with qualitative meta-synthesis and content analysis. The information collected revealed a correlation between the content of the articles and the main approaches in the theoretical foundation, pointing to a collaborative learning model in online teaching, with a focus on learning communities, modularization of objectives and content, and emphasis on interaction, being observed a lack in the methodological area of edu-communication and interrelations with interaction. To develop the Integrated Intermodal Model of online teaching-learning, concepts from convergent approaches and theories from the meta-synthesis sample were added. This resulted in a prototype of online educational design for flexible, digital environments, supported by ICTs, promoting reflection, interaction, autonomy, and dialogue. It is important to highlight that the model requires additional replication, review, testing, and validation.
... Central to the theory is that learning is situated, which means that learning occurs in the context in which the knowledge belongs, is used and is beneficial. Knowledge is thus important for increasing participation in the practice, which means that knowledge is also coveted by the participants (Lave & Wenger, 1991). ...
... The analyses are based on members' perspectives, as revealed within talk-in-interaction and local activity frameworks. The ethnomethodological view on members' perspectives is consistent with a theoretical view on children's apprenticeship as situated and constituted through social interaction and accomplished through talk within a practice (Lave & Wenger, 1991). ...
... Being involved in this context is seen as important for the children, and knowledge in describing, arguing and negotiating order of turn is therefore seen as essential and desirable. In other words, from a situated learning theoretical point of view (Lave & Wenger, 1991) there is reason to believe that the situated activity in which the children are engaged has potential for helping them learn the situated knowledge required for the maintenance of a proper order of turn on which everyone can agree -situated knowledge including describing, arguing and negotiating order of turn. ...
In this paper expressions that children themselves use to describe relationships between phenomena in the world, is - when placing a mathematical gaze on them- viewed as everyday mathematical concepts. The aim of the paper is to illuminate children´s use of everyday mathematics in their social interaction. More specifically, the aim is to show in detail how four- to five-year-olds use everyday mathematical concepts to describe, argue and negotiate order of turn, in this case in their interaction around a computer at a Swedish preschool. The case study is based on five 4 to 5 year old children´s activities involving a computer at a municipal preschool in Sweden. The children´s interaction around the computer was video recorded and analyzed in detail from a participant-oriented perspective on interactional conduct. The analysis shows that the children use various expressions that can be interpreted as everyday mathematical concepts as communicative cultural tools in their social interaction. Furthermore, the results show that the children have actual use for these concepts in their argumentation for order of turn, and that the concepts they use seem to be most sufficient in their argumentation in this situated activity. A conclusion is that the everyday mathematical concepts used in the analyzed activity can form a foundation for developing more formal mathematical concepts.
... This study was also informed by HCI and CSCW literature on user practices in online communities, as SVSPs are typical platforms built on user-generated content (UGC) where people establish relationships around the content [46]. We built our understanding of people's user trajectory in online communities based on two dominant models used in CSCW: reader-to-leader framework [58], and Community of Practice (CoP) theory [44]. ...
... CoP is another well-adopted framework in CSCW to understand how people become contributors in online communities [44]. Lave and Wenger proposed the framework to emphasize that learning is distributed across the individuals in communities. ...
... Example codes in the initial stages included: 'low entry level', 'active performance', 'social support', 'attention from others', 'reciprocity in support', 'skill practice', etc. During the analysis, we started thinking about why our participants became content contributors on SVSPs and constantly compared our data with theories about user trajectory in online communities, i.e., readerto-leader framework [58] and CoP [44]. We began to identify themes with deeper meaning, including 'perceived competency in content creation', 'equal chances for recommendation', 'opportunities for interest development', 'lack of entertainment infrastructures in rural areas', etc. ...
Short-form video sharing platforms (SVSPs) have seen a significant surge in older adult content creators in recent years. This emerging trend adds evidence to challenge the conventional perception of older adults as later technology adopters and passive online recipients. To investigate the reason behind the trend, we conducted semi-structured interviews with 13 older adult content creators on two of the most popular SVSPs in China, DouYin and KuaiShou. We found that our participants were initially attracted to SVSPs because of perceived ease of participation and the enjoyment they found. However, what kept them engaged was the attention and support they received there. SVSPs offered a low-barrier and equitable platform through their near-automatic use and relatively equal opportunities for recommendations, allowing everyone to reach audiences. Motivated by their passion for performance and the viewers' support, our participants actively acquired new skills for better performance and became more deeply involved on the platforms. Based on the findings, we reflect on how SVSPs' technical affordances support older adults in the transition from lurkers to contributors. We advocate for participation equity and supportive environments to promote more inclusive social media platforms.
... • We lay out the design of the Newcomer Homepage and show how it was built in accordance with research on the need of newcomers in Wikipedia [59] and the Legitimate Peripheral Participation framework by Lave and Wenger [44]. • We explain how we developed, tested, and refined these solutions in collaboration with small and medium-sized Wikipedia communities. ...
... In their influential book "Situated Learning", Lave and Wenger describe the framework of Legitimate Peripheral Participation [44]. We use this framework as guidance in our design, specifically focusing on three elements of their framework that we have also described above: access to participation, access to mentors, and access to learning materials. ...
... Secondly, we cover how the design needs to have a flexible user interface and allow for incremental improvements. Third, we show how the system addresses two essential needs from Lave and Wenger's Legitimate Peripheral Participation framework: access to mentors and sponsorship, and access to artifacts and learning materials [44]. We wrap this section by describing the collaborative design process focusing on a small number of partner communities and how we designed for experimentation and iteration from the start. ...
For peer production communities to be sustainable, they must attract and retain new contributors. Studies have identified social and technical barriers to entry and discovered some potential solutions, but these solutions have typically focused on a single highly successful community, the English Wikipedia, been tested in isolation, and rarely evaluated through controlled experiments. We propose the Newcomer Homepage, a central place where newcomers can learn how peer production works and find opportunities to contribute, as a solution for attracting and retaining newcomers. The homepage was built upon existing research and designed in collaboration with partner communities. Through a large-scale controlled experiment spanning 27 non-English Wikipedia wikis, we evaluate the homepage and find modest gains, and that having a positive effect on the newcomer experience depends on the newcomer's context. We discuss how this impacts interventions that aim to improve the newcomer experience in peer production communities.
... Experiential learning such as situated learning and legitimate peripheral participation were suggested by some of the educators over more traditional methods, although many of the educators were speaking hypothetically and therefore may not have considered the practicalities of what they were discussing (Lave and Wenger 1991;Yardley, Teunissen, and Dornan 2012). There was a clear divide between those who thought the focus should be on educating staff to express the uncertainty they faced when managing uncertainty clinically in front of students, and those who focused more on what the students experienced, or aspects that they could more easily control, such as lectures or simulations. ...
... Punishing individuals for errors greatly impacts on patient safety as this encourages individuals not to report any errors made(Rogers et al. 2017;Radhakrishna 2015). Creating a culture where departments can all learn from the errors of an individual allows for both that individual and those in the department to grow.Teaching students in the environment they will be working in is very much in line with various behaviourist theories of learning such as social learning theory or situated learning theory(Horsburgh and Ippolito 2018;Badyal and Singh 2017;Lave and Wenger 1991). In social learning theory, students learn by observation and imitation of others, as well as by observing the outcomes of the actions, considered as rewards (positive reinforcement) or punishments (negative reinforcement).According to this theory, rewarded behaviours are more likely to persist and punished behaviours are less likely to. ...
... Integrating this into observations of others when managing uncertainty, involves correctly interpreting patient satisfaction via their responses, both verbal and non-verbal. Situated learning theory expands on social learning theory to suggest that the apprenticeship starts with observation and then becomes legitimate peripheral participation, allowing the learner to integrate into the community of practice(Lave and Wenger 1991).All the educators ascribed learning how to manage uncertainty to time or experience. This was an unhelpful response when considering specific recommendations for future uncertainty teaching. ...
Understanding how to manage uncertainty in medicine is an essential part of clinical practice. Doctors and medical students alike suffer emotional anguish when they are uncertain. Despite this, there has been little inclusion of recognised ways to manage uncertainty in medical school curricula. This is especially concerning for those practising in the United Kingdom, as being able to manage uncertainty is a recognised requirement by the General Medical Council. How to teach medical students to manage this phenomenon thus warrants further study. In a review of the literature, eight published interventions were found where teaching healthcare learners about uncertainty was the focus. How doctors and students actually learned to manage their uncertainty was, however, still unclear. Through interviewing 11 medical educators and 11 medical students in semi-structured interviews and focus groups, this thesis provides further insights into how to manage uncertainty. The medical educators described uncertainty in aleatoric terms, where possible outcomes were known but predicting which one would happen caused the uncertainty, and felt teaching should reflect this. However, medical educators felt that they themselves had learned about uncertainty over time and through non-specific clinical experiences rather than through direct teaching methods. The medical students described uncertainty in epistemic terms, where possible outcomes were unknown and infinite. They felt they had learned to manage this through interactions with near-peers and an acceptance that uncertainty was normal. Analysing this data has revealed that students and doctors largely experience different forms of uncertainty. This implies that teaching needs to be intentionally tailored to the relevant audience based on their degree of clinical exposure. This thesis presents a proposal for managing uncertainty and lays the ground for future work that could test this proposal.
... Vaikka paradokseja on tutkittu melko paljon politiikan tutkimuksessa, samaa ei voida sanoa tiedonmuodostukseen kohdistuvasta paradoksaalisuudesta. Lähimmäksi teemaa pääsevät oppimisen paradoksaalisuutta arvioivat tutkimukset. Situationaalisen oppimisteorian mukaan oppimista helpottaa toimijoiden välinen yhteistyö, joka perustuu molemminpuoliseen hyötyyn, konsensukseen ja yhteiseen tavoitteeseen (Lave ja Wenger 1991;Lave 2008). Tätä käsitystä on myöhemmin haastanut näkemys, jonka mukaan oppimisen dynamiikkaa ja muutosta selittävät paradoksaalisesti myös kilpailulliset asetelmat, ristiriidat ja konfliktit, mikä osaltaan haastaa konsensuksen tavoittelun ensisijaisuutta oppimisen edellytyksenä (Kakavelakis ja Edwards 2011). ...
... Tilanteeseen on mahdollista vastata systemaattisella tiedonkeruulla, joka pohjaa yhteiseen tilannekuvaan. Oppimisen paradoksaalisuutta arvioivat tutkimukset osoittavat, että toimijoiden välinen oppiminen ei perustu pelkästään yhteistyöhön (Lave ja Wenger 1991;Lave 2008) vaan myös kilpailullisiin ja jännitteisiin asetelmiin, jopa suoranaisiin konflikteihin (Kakavelakis ja Edwards 2011). Tällaiset järjestelyt voivat kuitenkin vaikeuttaa konsensusta liittyen tiedonkeruun merkitykseen, tavoitteisiin tai relevanssiin -ja sitä kautta päätettäviin asioihin. ...
Tilannetietoisuudella tarkoitetaan jaettua ymmärrystä tapahtuneista asioista, niihin vaikuttaneista olosuhteista sekä tapahtumien mahdollisista kehitysvaih-toehdoista. Tilannetietoisuuden muodostaminen on haasteellista, sillä tiedon tuotanto on hajautettu ja erillään tietoa hyödyntävistä tahoista. Tietämiseen liittyvän epävarmuuden vuoksi tilannetietoisuuden muodostamisen dyna-miikka on lähtökohtaisesti jännitteistä. Jännitteisyys leviää päätöksentekoon ja sen valmisteluun erilaisina tulkintoina kulloisestakin tilanteesta. Yhdestä ja samasta asiasta tehtävät, itsessään perustellut, mutta toisilleen vastakkaiset tulkinnat käsitteellistetään tässä tutkimuksessa tilannetietoisuuden paradok-siksi. Kysymys ei ole eri tulkintojen paremmuudesta vaan tilannetietoisuuden ominaispiirteestä. Artikkelissa vastataan kysymykseen: Millaisia tilannetietoi-suuden muodostamiseen vaikuttavia paradokseja on esiintynyt COVID-19-pandemianhallinnan eri vaiheissa? Tutkimuksen empiirinen aineisto koostuu tutkimushankkeissa WELGO ja IRWIN toteutetuista kahden eri sairaanhoito-piirin alueella toimivien koronakoordinaatiotyöryhmien jäsenten haastat-teluista. Aineistosta tunnistettiin kolme tiedonmuodostukseen vaikuttavaa paradoksia: 1) tiedonmuodostuksen ontologinen paradoksi (pandemia vs. so-siaaliset määrittäjät) liittyy terveyskriisin olemuksen hahmottamiseen ja sen merkitykseen tilannetietoisuuden rakentamisessa, 2) konsensuksen tavoitte-lun paradoksi koostuu tilannetietoisuuden kollektiivisen rakentamisen edelly-tyksistä monihallinnollisessa ja-tasoisessa vuotovaikutuksessa sekä 3) tiedon hyödyntämisen paradoksi liittyy informaation keräämiseen, tallentamiseen ja soveltamiseen tilannetietoisuuden rakentamisessa, ylläpitämisessä ja enna-koinnissa. Paradoksit kytketään tietoperustaisen ja politiikkaperustaisen pää-töksenteon välisestä suhteesta käytävään keskusteluun.
... From the sociological perspective, the study is based on the ideas of Community of Practice (CoP) (Lave & Wenger, 2020;, social capital and habitus (Bourdieu, 1986). According to Wenger & Wenger-Trayner (2020), learning as a social practice can be viewed as the result of the relationship of human beings with the world. ...
... Particularly, this form of relationship is derived from the fact that people share a concern or a passion for something they do or learn. This group of people is called a CoP and they constantly interact with each other in order to deepen their knowledge about the common topic they are interested in, using their previous related experiences and knowledge (Lave & Wenger, 2020;. In parallel, as Boström (2009) points out, social capital is emerging in IGL contexts, where groups of different generations are working together toward a common goal. ...
The paper explores the experiences and perceptions of older adults and their young educators regarding Inter-generational Learning (IGL) in the course of a non-formal adult education programme in Cyprus. It aims to identify the forms that IGL takes in the programme as well as any possible components of the programme that foster IGL. The research was located in the Adult Education Centres (AECs), a non-formal adult education programme, offered in the Republic of Cyprus. It is based on a qualitative research design and adopts a bottom-up approach, as it gives voice to older adults and their educators and makes meaning out of their IGL experiences. The results of the study present the different forms that IGL take in the programme under three different axes: the cognitive, the social and the psychological. They view IGL as a multilevel mutual beneficial form of learning for both the older adults and their younger educators. They also highlight the necessity of a learner-centered and cooperative learning approach for fostering IGL.
... Organizadas como em uma Comunidade de Prática (CoP), as situações interativas promovidas pelas pesquisadoras nos encontros propiciaram um modelo participativo ao processo de ensino-aprendizagem escolar. Lave e Wenger [21,22] definem uma Comunidade de Prática como um grupo de pessoas que visa a desenvolver habilidades em torno de um interesse em comum, compartilhando necessidades, negociando significados, culturas e identidades, formando assim um sistema de aprendizagem social. A interação entre sujeitos, que se encontram em níveis diversos de conhecimento sobre determinado aspecto da prática (experts e iniciantes), favorece o que se denomina "participação periférica legítima". ...
In some contexts of action, the differences between who conceive and who use an interactive system are evident, such as the peasant, quilombola and indigenous contexts, due to the distance in the social places of each pole, of development and use. That distance, in addition to generating interaction problems in the appropriation of technology by users, ends up maintaining conditions of social oppression in the generated products, encapsulating hegemonic meanings in the interfaces, in a continuous power relation between technology and society, that enclose our lives. Supported by social-historical approach and participatory design, this work aims to present methodological reflections that support action-research cycles in a rural education context, which point to the real need to highlight contradictions in the interface design process that must be overcome, as they reinforce some forms of life with standards of normality. These contradictions reinforce some way of life with standards of normality, to the detriment of others, they preach values without opening up to critics, and maintain a classifying and stigmatizing view of the other, the user. In dialogue with the Bakhtinian concept of "responsiveness", we focus on some challenges in the HCI area, which can favor social transformation: abandoning neutralities and positioning oneself, integrating the materiality of the world into the production of interactive systems, in the interaction of opposing forces; overcome dichotomies in the area to promote intersubjective transformation on both sides (developer-user), by bringing the complex social reality in which they are located to the scope of the development of interactive systems.
... Til beskrivelse af elevernes og laerernes deltagelse i situationer valgte vi teorien om laering som situeret (Dreier, 1999;Lave & Wenger, 1997:1991, og til en udvidet forståelse af samspillet mellem deltagerne i konkrete situationer blev teorier om relationer, specielt om anerkendelse/underkendelse samt medlaering benyttet (Bae, 197;Løvlie Schibbye, 2002) . ...
I 2005 gennemførtes projektet “De gode eksempler” på foranledning af Undervisningsministeriet. Undersøgelsen omfattede forskellige metoder, såsom surveys, spørgeskemaundersøgelser, klasserumsobservation og interviews. Ønsket var at udvikle nogle kriterier for god praksis i skolen, som kunne vise sig i elevernes præstationer efter 9.klasse samt i deres lyst til at gå videre i uddannelsessystemet. Jeg deltog sammen med tre andre forskere i den delun- dersøgelse, der omfattede klasseobservation og interviews på tre udvalgte skoler. I udførelsen af dette empiriske arbejde vi- ste det sig nødvendigt at stille spørgsmålstegn ved det praksisbegreb, som lå implicit i “De gode eksempler”, og som er inspireret af en skoleforskning i “Best practice”, som er af angloamerikansk oprindelse. I denne tradition er praksis i skolen reduceret til en række målbare faktorer, således at det er muligt generelt at pege på bestemte metoder og undervisningsformer, som virker. I vores klasserumsundersøgelse så vi prak- sis i skolen som beroende på mange forskellige faktorer. Det blev således nødvendigt at opstille en forståelsesramme for praksis, som kunne reflektere de komplekse forhold, der gjorde sig gældende i de udvalgte klasser. Et sådant praksisbegreb indgår i den model for et pædagogisk genstandsfelt, som delundersøgelsen blev baseret på, og som hidrører fra en kontinental/didaktisk tilgang til empirisk pædagogisk forskning. I artiklen holdes den kontinentale/didakti- ske tilgang til pædagogisk forskning op imod det koncept, der ligger til grund for forskning i “De gode eksempler”. Det diskuteres og vi- ses i et eksempel fra delundersøgelsen, hvilke typer af resultater, det bliver muligt at udvikle inden for den valgte forståelsesramme. Endelig diskuteres, hvad forskningen i det hele taget kan bidrage med i forhold til udvikling af god praksis i skolen. Konklusionen var, at det er problematisk at forske i god praksis ud fra et stærkt redu- ceret praksisbegreb og et instrumentelt syn på undervisning. Det blev således nødvendigt at omformulere forskningsspørgsmålet fra at omhandle, “hvilke generelle kriterier, det er muligt at stille op fr god praksis i skolen” til “hvilke forhold og processer i skolepraksis, der kan fremme/hæmme de enkelte elevers faglige kompetencer”. Det, en pædagogisk forskning af denne art kan, er at være med til at ændre nogle rutine- mæssige antagelser hos læreren, synliggøre lærerens ubevidste måder at forholde sig på samt pege på nogle årsagssammenhænge, hun ikke har været opmærksom på. Formidlingsprocessen i form af dialoger med de professionelle praktikere er en vigtig del af denne proces.
... Most vitally, Web 2.0 too incorporates a social component where the clients produce and disperse substances, frequently with flexibility to share and re-use, and permits the client to do more than fair download data. Clients "possess" and work out control over the information on a Web 2.0 location [13][14][15]. Web 2.0 locales have an engineering of cooperation that energizes clients to include esteem to the location as they utilize it, and as a rule include a wealthy, user-friendly interface and may moreover have social-networking highlights. These innovations are hence a normal fit for building individual learning situations which encourage ownership of learning through a choice of the most excellent apparatuses accessible, instead of fair those which have been acquired by a specific institution. ...
The concept of long-lasting learning has risen with the development of web and e-learning. In today's
competitive environment, learning isn't restricted to a conventional four-year degree but is an
progressing handle that endures all through the lifetime of an person. The Web offers curiously
conceivable outcomes for dispersing instructive fabric to understudies, both locally and as portion of
farther education. One of the vital parts of higher instruction in cultivating lifelong learning is to assist
understudies accomplish teaching or proficient information. This paper looks at the idea of how a teach
wide learning organize, empowered by Web 2.0 innovations, can be utilized to make learning
administration frameworks (LMS) that would make long lasting learning successful. The emerging
knowledge society places modern prerequisites on the instruction division to bolster the requirements
of people and organizations. Within the region of long-lasting learning, which is one of the foremost
imperative engines driving instruction within the 21st century, e-learning has ended up a collaborative
and community-based handle. This calls for devices to back the independent and energetic creation of
deep-rooted learning communities and unused disseminated e-learning administrations. To this
conclusion, the integration of inventive models, strategies and innovations for the creation, capacity,
utilize, and trade of information assets and user-generated substance, learning exercises and units of
learning, competence improvement programs and systems for deep rooted learning is being explored
worldwide. Progressed advances that utilize decentralized arrangements where both assets and
computation can be conveyed have been created within the shape of online communities made by online
collaborative apparatuses, blogs, wikis, webcasts, webinars and social organizing applications. These
applications encourage the improvement of a specialized, organizational infrastructure for deep rooted
learning in formal or casual learning settings.
... Space could be a physically and/or digitally defined setting. The relationship between community and person is symbiotic: communities provide a range of conventions or moral codes which people come to know (Lave and Wenger 1991). These conventions provide the standards for a person to judge and develop their desires, decisions, and preferences (C. ...
... Codes drawn from this theory related to dialogue between facilitators and audience, focused on negotiating meaning, scaffolding, and identifying the zone of proximal development. Situated learning theory connects learning to interactions, relationships, engaging in the practices of a community, and an overall sense of transitioning from a novice to an expert through legitimate peripheral participation as newcomers grow in to experts [15,16]. Related to this theory, codes for peripheral participation, as well as physics identity, ways of knowing, and disciplinary practices as they related to self, peers, and the audience were included. ...
... • Takes place in a specific context (working or scientific community); • Is a sociocultural function that requires communication and interaction with others; • Depends on the situations in which it takes place; • Is best achieved when embedded in the social and physical environment and in authentic learning environments; • Is the result of social negotiation (Lave and Wenger 1991). ...
This paper shares the first insights of the Digital Storytelling Hubs research project held by the School of Primary Education, Aristotle University of Thessaloniki, funded by the Hellenic Foundation for Research and Innovation. It is a still in-progress action research study that comprises two action research cycles. The aim of the present paper is to outline the dynamic role that digital storytelling could play in building learning communities. The research program includes the creation of three hubs, one digital and two physical, for transferring higher education research practice to primary and secondary education, and for disseminating digital storytelling as an innovative learning tool. During the pilot cycle, digital storytelling was implemented in two experimental schools in Greece, while during the main cycle, a total of 50 elementary and secondary teachers were involved. Data sources include students’ and teachers’ participation statistics, the digital stories created by students so far, the students’ answers in questionnaires and teachers’ semi-structured interviews after the pilot interventions in class. The findings suggest the dynamics of digital storytelling workshops to create vivid and powerful learning communities that foster both classic and new literacies and enhance a creative and critical attitude towards modern media culture.
... I wanted to make arguments for how research should happen based on what I was seeing, specifically, how workers should be treated, how scientific work should be documented, and, more generally, who should be doing scientific work. I relied on theories from STS and other fields to conceptualize power dynamics in scientific workplaces and ethical issues of credit and documentation in scientific work, such as theories of invisible labor (Shapin 1989(Shapin , 1994Law 1994), social capital and expertise (Bourdieu 1993;Collins and Evans 2007), communities of practice (Lave and Wenger 1991), and the classic idea of social construction of knowledge (e.g., Latour and Woolgar 1986;Sismondo 1996). This approach made it possible to apply my evidence about vertebrate paleontology laboratory communities to make broader arguments about the hands-on skills that science relies on, the creativity that informs every step of scientific work and not just theory-building, and the context-dependent forms of power and autonomy that workers negotiate in their everyday interactions. ...
The discipline of science and technology studies (STS) can provide historians with methodological approaches and theoretical frameworks to access key aspects of the Earth sciences, such as scientific practice, technology, and social values. This chapter outlines these tools as demonstrated by exemplary STS studies of the Earth sciences.
... Future analyses will build on these findings and explore particular patterns that may occur across different contexts and tasks. We employed a theory-driven coding scheme based in situated cognition ( Brown et al. 1989;Lave et al. 1984;Lave and Wenger 1991;Rogoff 1998;Saxe 1991) and distributed cognition (Hutchins 1995a(Hutchins , 1995bMoll et al. 1993), as well as participation frameworks (Erickson and Mohatt 1982;Goffman 1967;Gumperz and Hymes 1964). 6 We use the term brokering event to refer to the overarching task based setting in which youth performed as language brokers, such as brokering a letter, a phone call, or at a parent-teacher conference. ...
In this article we offer a new look at the dynamic nature of teaching and learning as we investigate everyday language brokering events in immigrant families. We consider how children and adult interlocutors collaborate in the construction of knowledge and examine language brokering activities as socially situated learning tasks that take place in dynamic zones of proximal development in which knowledge and authority are dynamically reassigned among participants. We present a mixed-method analysis of everyday cognition entailed in language brokering engaged in by three children from Mexican families living in the Midwestern United States. *Publications were in the name of Julia Eksner until 2017
... Moreover, it can be observed that at least some fandoms, constituting of closely integrated people coincidentally connected by a shared practice, could be described as a community of practice (for definition of a community of practice see Lave andWenger 1991, Wenger 2000). There have been documented examples of fandoms developing their own shared traditions, such as using certain character archetypes (e.g. the Mary Sue, an inserted character representing the author's persona) or giving characters traits that were not mentioned at all in the canon text but which became popular in the community (e.g. a specific sexual orientation). ...
While the field of fan studies is constantly growing, it has been scarcely researched in relation to minority languages and language revitalisation. In this paper we have undertaken to explore the small and previously unexplored realm of Welsh-language fanfiction, focusing on the motivations to read and write it. The aim was to explore the possible role of fanfiction in language revitalisation by investigating a relationship between these motivations and the cultural and national identity of the authors and readers, as well as their attitude towards the Welsh language. The article presents the results of a study conducted in 2022 through the use of online surveys on a sample of readers of Welsh-language fanfiction found on the Tumblr platform, and semi-structured interviews with authors of fanfiction posted on Archive of Our Own. The study revealed that the decision to participate in the fandom was strongly connected to the cultural, and in particular linguistic identity of authors and readers, and to a much lesser extent to their national identity. Two out of three major motivations emerging from the study: a wish to broaden the use of language online and the wish to learn it can be connected with language revitalization. Engagement with fanfiction was perceived as an accessible form of leisure available in Welsh and as a safe space for both learners and native speakers to creatively use the language without fear of criticism, which suggests the importance and possible use of fandom in language revitalisation. However, the study also points to some difficulties in developing a fan community around Welsh fanfiction, mostly due to technical limitations and the small amount of popular media created originally in Welsh.
... Research has shown that active learning increases learning outcomes and improves learning performance, grades, and higher order competencies (Deslauriers et al. 2019;Freeman et al. 2014). Transformative learning is a type of active learning that takes places in a collaborative learning environment where practical contexts (situated learning) facilitate a community of practice (Lave and Wenger 1991). ...
What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.
... Further approaches emphasized, similar to Berger and Luckmann's (1966) social constructivist or Alfred Schütz's (1971) phenomenological conception of "everyday knowledge", that knowledge becomes effective in local contexts of practice. In the 1980s, studies emerged which explored how knowledge is distributed -and at least partly shared -among people as members of a community and thus must be understood as situated knowledge (Lave and Wenger 1991;Suchman 1987). ...
What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.
... In iteration, students add changes and modifications, and in improvisation they use the technology for their own ends. 4. The project 4 all is for lessons at the lab that are open to peripheral participation (Lave and Wenger 2003), i.e. not exclusively to students attending class. ...
What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.
... Performative knowledge presupposes a community of practice (Lave and Wenger 1991), as part of which the learners can observe, compare, act, repeat, and correct themselves. However, a performative understanding of knowledge and knowledge production poses a specific pedagogical problem: while propositional knowledge combines with a teaching concept of explanatory mediation, in which -as Rancière puts it -one intelligence is subordinated to another, performative knowledge does not emerge in this way (Rancière 1991). ...
What is transdisciplinarity - and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.
... This very practically enables students to leave materials in the space and have a consistent place to work. Additionally, and at least as importantly, it creates a space in which disciplinary enculturation can occur, where students can interact both formally and informally in ways that mirror communities of practice in the world [31]. Studio classes typically meet for longer durations than traditional lectures or labs-often multiple times a week for 3-4 hours at a time. ...
As the professional field of data visualization grows, so does the importance of preparing students effectively for the demands of real-world practice. Computing education has historically sought to teach and evaluate abstract knowledge (e.g., theories, principles, guidelines, design patterns) and the application of such knowledge to given problems. However, situations faced in professional practice are often messy, dynamic, and uncertain, and do not lend themselves well to the clear and direct application of such knowledge. This leaves a gap between the knowledge learned in the classroom and what is required for skillful practice in professional settings. In this paper, I discuss some historical reasons for this dominant pedagogi-cal perspective, some of the core features of professional practice that are not typically taught in classrooms, and ways in which data visualization design can be taught to be more resonant with the experience of professional practice.
... When considering the broader assemblage of stakeholders at the field school-faculty leaders, visiting scholars and specialists (including librarians), graduate and undergraduate students-we found another helpful frame in the "communities of practice" theory of social learning. First articulated by Lave and Wenger (1991) and later expanded and refined by Wenger (1998), the theory is recognized across disciplines, including in archaeology (see Dissard 2019; Watrall 2019) and librarianship (see Freeman et al. 2022;McCluskey 2013). At their most essential, "communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly" (Wenger-Trayner and Wenger-Trayner 2015). ...
Participating in an archaeological field school is one of the only educational experiences that nearly all professional archaeologists have during their training. As a result, field schools are uniquely suited to provide experiential education in emerging skills that all archaeologists will need, such as information and data literacies at all stages of the contemporary research and publishing cycle. The “embedded” librarian program in the University of New Brunswick's Downeast Maine Coastal Archaeology Field School is an effective means to deploy that focused expertise to help students better understand the relationship between fieldwork, data, and dissemination. At the same time, being in the field provides librarians with the knowledge to respond more effectively to the complex data management and research needs of archaeologists. We encourage large research projects to consider librarians as specialist members of the research team.
... Likewise, the making of people and things was a part of shared customs, dis positions, and learning communities, and in makingthese social relations were reconstituted and remade anew (Hendon 2015;Lave and Wender 1991;Roddick and Stahl 2016;Wenger 1999). In Mesoamerica, it is commonly recognized that identities were not born, but were made with the shaping of the body, care, and rituals, such as the giving of gendered gifts to make babies into girls or boys (Duncan and Hofling 2011:202;Eberl 2013;Joyce 2000). ...
... The loom becomes a place of communal preparation of dowry and a place of socialization and discussion. As social anthropologists Jean Lave and Etienne Wenger (2008) note, participation includes both being a part of the action and negotiating social relations, values, and meanings. Participating in weaving is not just about producing rugs and bags; it is also a way of realizing the community's shared conventions. ...
... Lectures are rarely scheduled to use the entire period, and topics may "float" between specific dates depending on level of discussion and questions generated from students. The intention to build a collaborative environment in both lectures and assignments encourages a "community of practice" [11]. This is also reflective of professional practice, as engineers often work collaboratively to develop new ideas or find solutions to recurring problems. ...
... For the celebration, the community had collected a vast number of photographs and collated stories of the past, but was unsure how to display these artifacts to a public facing audience. What ensued was a six-month project, using a foundation of social cultural theory (Vygotsky 1978) and Communities of Practice (Lave and Wenger 1991) that used Design Based Research as a vehicle to bring together photos, stories, voices, and technology that resulted in a community led presentation about the importance of the school at the center of their community's growth. While memories of education were not always positive, the school did bring people together and continues to be an important place for the community. ...
This systematic reflection essay blends research and community engagement with Margaret Kovach’s keynote address at the 2022 conference of the International Society of the Scholarship of Teaching and Learning (ISSOTL) and with the coauthors’ autoethnographic accounts reflecting on their challenges across Australia and the US in conducting ethically responsible SoTL scholarship. The essay is a call for engagement with community-led projects drawing on Neil Drew’s (2006) metaphor of a seagull, who flies in, takes what it wants, and leaves a mess behind. Two stories provided by the co-authors invite further discussion into the hopeful challenges of conducting community-led SoTL research.
Digital platforms provide many avenues for musicians to organize, share information, and collaborate on projects remotely, though some crucial aspects, like jazz improvisation, are harder to substitute online. Amid various other methods to facilitate digital performances, some musicians are experimenting with improvisation on short video platforms, such as TikTok. This article presents a case study of JazzTok, a digital collective of musicians who create and share jazz arrangements, recorded and edited by members of the community remotely on TikTok. Building on previous research, this article examines how this community of musicians formed in 2020 through repeated interactions improvising musical performances together using the TikTok Duet feature. Duet allows users to create new videos side by side with existing videos posted by other users, and they can be chained together to simulate the experience of musical jamming. This article relies on seventeen qualitative interviews with members of the JazzTok community to illustrate how the Duet feature offers a similar experience to the unpredictable and spontaneous nature of jazz improvisation. This article also explores how algorithmic recommendations influence the formation of digital musical communities of practice and how short video platforms are shifting modes of performance for jazz musicians. This contributes to studies of jazz and culture by suggesting future directions for researching the platformization of musical performances and jazz improvisation.
In April 2020, the New York City graffiti cleanup program was suspended, and a moratorium was placed on the NYPD’s response to graffiti reports, in order to channel policing efforts toward the Covid-19 crisis. As a result, the city with its empty streets and closed essential businesses became an open canvas for graffiti writers. Based on 12 months of ethnographic fieldwork, this chapter looks at the return of middle-aged graffiti writers after having been absent for decades. “The game” has changed. Through their experiences, I revisit a classic anthropological inquiry, how a person reads the unwritten. Rephrased in the graffiti context, how do graffiti writers re-read unwritten codes of conduct of New York City graffiti? In this ethnography, what we assume to be solitary acts of writing and reading names on New York City surfaces like walls, trains, highway overpasses, and billboards are very much grounded in the unwritten codes of conduct that are found in social interactions between graffiti writers, those on social media, “the city,” and law enforcement. I analyze the dynamic interplay between these in the act of reading. As becoming always happens in the middle, where the human subject is always under construction, always unfinished, I describe how inventiveness and plasticity might operate in the writers’ return to the New York City walls as they re-read the unwritten codes of conduct. Consequently, I touch upon the intricate problematic of how to live alongside, through, and despite the profoundly constraining effects of social, structural, and material forces during the contemporary pandemic.
This article investigates the utility of a chaîne opératoire approach centered on technologies of ceramic production for identifying Inca mitmaqkuna archaeologically. Although early documents suggest that the Inca program of resettlement ( mitmaq ) was massive in scale, archaeologists have had minimal success in identifying such relocated populations. Here we test a novel approach that focuses on technologies of production and associated tool assemblages used within different communities of practice. Previous studies indicate that the ethnic Cañari of southern Ecuador used a distinctive method of pottery manufacture involving a specific chaîne opératoire and a unique set of production-related tools. According to early sources, the Inca deported Cañari peoples to various sectors of Tawantinsuyu. In this article, we investigate the contemporary manufacturing style of ceramics from the Ancash region of north-central Peru—an area where Cañari mitmaqkuna were purportedly resettled—to determine whether distinctive communities of practice potentially representing relocated communities might be visible. The results of this study suggest that it is possible to identify connections among distant communities of practice via a focus on craft production technologies that, in certain historical contexts, may be construed as evidence for the presence of resettled populations.
For peer production communities to be sustainable, they must attract and retain new contributors. Studies have identified social and technical barriers to entry and discovered some potential solutions, but these solutions have typically focused on a single highly successful community, the English Wikipedia, been tested in isolation, and rarely evaluated through controlled experiments. We propose the Newcomer Homepage, a central place where newcomers can learn how peer production works and find opportunities to contribute, as a solution for attracting and retaining newcomers. The homepage was built upon existing research and designed in collaboration with partner communities. Through a large-scale controlled experiment spanning 27 non-English Wikipedia wikis, we evaluate the homepage and find modest gains, and that having a positive effect on the newcomer experience depends on the newcomer's context. We discuss how this impacts interventions that aim to improve the newcomer experience in peer production communities.
El uso de la tecnología (uso de redes sociales a través de dispositivos electrónicos) ha transformado no solo la manera en la que los usuarios se comunican, sino las relaciones que tradicionalmente se establecían entre emisor y receptor de la interacción comunicativa, especialmente en sociedades globalizadas que abren la posibilidad de comunicación en varias lenguas, modalidades y eventos comunicativos. A partir del análisis de contenido de los textos producidos en Facebook e Instagram por dos estudiantes universitarias extranjeras que estudian comercio y arquitectura en Madrid, la finalidad de este estudio es identificar cuál es la relación que se establece con los interlocutores para desvelar el proceso de co-construcción discursiva de su(s) identidad(es). Los resultados señalan que los textos y las imágenes que los acompañan tienen la función de mostrar a diferentes tipos de destinatarios un aspecto ciertamente idealizado de su vida como universitarias en España. Por otra parte, espacios digitales como Facebook e Instagram se revelan como el lugar donde se llevan a cabo procesos relacionados con el aprendizaje y uso de varias lenguas, lo que puede ser tenido en cuenta en contextos de enseñanza de lenguas
In this paper, we present and reflect on using scenarios and role-plays as an effective approach to engaging in the often complicated conversations about student-faculty/staff partnerships, particularly those involving the scholarship of teaching and learning (SoTL). Students as co-developers of pedagogical processes, as well as co-researchers in SoTL, has become an increasingly valued practice in higher education institutions around the world, one that promises to be transformative in its pursuit to break down the traditional hierarchies and establish more democratic and equitable relationships between faculty/staff and students. While there is a growing body of evidence that demonstrates the value of creating spaces and processes to enhance teaching and learning, it can be challenging to know how to develop and implement partnership in SoTL. How do we actually do it? Many of us need guidance for where and how to get started, how to build effective partnerships, how to work through difficulties, how to share our experiences, and how to invite others into this practice. Informed by our own experiences of engaging in pedagogical SoTL partnerships and drawing upon materials developed for a conference workshop we delivered at the 2019 International Society for the Scholarship of Teaching and Learning (ISSOTL) conference, we argue that scenarios and role-plays, when informed by the principles of Scenario Based Learning (SBL), are effective tools that help explore partnership experiences of faculty/staff and students. We offer considerations for how readers can adopt and adapt scenarios in their contexts and invite further research on the ways SBL contributes to SoTL and partnership.
As we press forward into the new millennium, agricultural educators across the country are continuing their quest to reshape agricultural education, to develop new approaches to teaching and learning that are more appropriate and effective for the 21st century. Our rapidly changing world demands an agricultural education system that equips children with the tools and skills they will need to succeed in a multicultural democracy. While many initiatives within agricultural education (e.g., National Research Council, 1988; National Council for Agricultural Education, 2000) have addressed the need to advance agricultural education in public schools, much work is still needed. Community-based service-learning may hold the key to connecting future generations with their diverse communities and democratic society at large. The purpose of this article was to outline the extent to which service-learning can advance cultural competence within agricultural education.
Too often outreaches and interventions designed to support students transitioning to higher education, are developed by academics who may not have a full understanding of the complexity and diversity of their students’ realities. This disconnect explains why, in most cases, interventions are reactive instead of proactive. In this article, we draw on our experiences in terms of the design and implementation of a Student Resource Centre (SRC) to advocate for student and staff collaborative design. The student-run initiative works with students as partners to constitute and operationalise an innovative near-peer mentoring and support space. The mixed-methods study draws on social-cultural learning theory on student engagement and reflective practice tools. We explain how a student’s sense of belonging is central to their success, progression, and graduation. This article highlights the need to contextualise and personalise institutional support for students.
This chapter presents a conversation analytic study of a collection of 79 cases where a singer of a choir visibly orients to something in the singing being problematic and deviating from expectations. These embodied noticings most often target the producer’s own mistakes (self-initiation of repair), but sometimes also a fellow singer’s (other-initiation of repair). The noticings/repair initiations are produced while the (rest of the) choir sings, and thus, the cases involve multiactivity (hence providing an example of complexity of interaction): the two activities—singing and orienting to a mistake—can progress in parallel or be mutually exclusive. The analysis focuses on the orders of multiactivity as well as the nature of the noticing/repair initiating action (e.g., its response relevance) in the context of the collective activity of choir rehearsal.KeywordsNoticingEmbodimentRepairMultiactivityChoir rehearsalCollective activity
What is transdisciplinarity – and what are its methods? How does a living lab work? What is the purpose of citizen science, student-organized teaching and cooperative education? This handbook unpacks key terms and concepts to describe the range of transdisciplinary learning in the context of academic education. Transdisciplinary learning turns out to be a comprehensive innovation process in response to the major global challenges such as climate change, urbanization or migration. A reference work for students, lecturers, scientists, and anyone wanting to understand the profound changes in higher education.
Join the book launch event on 8 September 2023 in Berlin!
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This work is the result of the European INTALL Project, International and Comparative Studies for Students and Practitioners in Adult Education and Lifelong Learning (2018-2021). From early September 2018 to the end of August 2021, this project allowed us to build knowhow about some specific issues of adult education. The latest meeting of the INTALL project partners led to a conference about the role of Adult Education Research, during and after Covid-19, and the importance of re-thinking Lifelong and Lifewide Learning for the future. Based on four sections, Innovation and Future Competences in Adult Education Research, Professionalisation in Adult Education, Sustainability, Inclusion and Wellbeing: Topics for Adult Society and Smart Cities and Learning and Teaching in Higher Education in Post-Pandemic Time: A Digital Transformation, the volume represents an opportunity to foster a debate on key issues in the field of Adult Learning and Education across Europe.
Working with popular street cultures in the Global South offers scope for practice-based research (PBR) to go beyond its application with creative practitioners in the galleries and theatres of the Global North. We start from an account of a “reasoning session” with reggae sound system owners, selectors, and engineers staged as a PBR event in Kingston, Jamaica. Such popular music cultures across the Global South have their own specialist apparatus for playing recorded music and—most important for a PBR investigation—their own embodied, situated, and tacit knowledge systems. These include the sophisticated arts of selecting music, tuning up a sound system, and the value of the culture for the communities from which they originate, as well as strategies for current challenges, such as police harassment and lack of government recognition or support. Accessing such grassroots knowledge systems requires not only a good rapport with local practitioners but also close cooperation with their own organizations and with local university researchers. Such PBR also demands sharing research findings—for example, by screening the documentary film we made of the reasoning session for its participant. It is concluded that practitioners’ ways of knowing as revealed by PBR can help challenge conventional ideas about the nature of knowledge itself.
This article presents the first results of ethnographic research conducted in France and Belgium among people with psoriasis. It asks what they have learned about their illness, how they have acquired this knowledge and what attitudes they have towards it. The research reveals three possible attitudes. The first is not to seek knowledge, in order to avoid the negative emotional consequences of information for which one is not prepared. The second is to make do with the information available, which often means dealing with incomplete, half-understood knowledge and putting up with gaps in the understanding of the causes and symptoms of one’s illness. A third attitude is to seek to understand how psoriasis works in general, in order to increase the number of ways to cope with one’s own psoriasis in particular. This understanding is, in most cases, multi-faceted and partial and changes over the course of the illness. The construction of a vernacular etiology of psoriasis is less a process of gathering than of learning how to grasp useful knowledge, knowledge that enables one to take control of the illness and its consequences in daily life. Knowing then consists in potentiating a power to act, even if this implies coming to terms with certain mysteries or, in some cases, suspending or abandoning the quest for meaning that most often characterizes a personal trajectory with a chronic illness.
Cet article présente les premiers résultats d'une enquête ethnographique menée en France et en Belgique auprès de personnes atteintes de psoriasis. Il interroge ce qu'elles ont appris de leur maladie, comment elles ont acquis ces connaissances et quelle attitude elles entretiennent à son égard. L'enquête met en évidence trois attitudes possibles. La première consiste à ne pas chercher à savoir afin d'éviter de s'exposer aux conséquences affectives négatives d'une information à laquelle on ne serait pas préparé. La deuxième consiste à faire avec les informations disponibles, ce qui signifie souvent se contenter de savoirs lacunaires, à demi compris et s'accommoder des angles morts de la compréhension du pourquoi et du comment de sa maladie. Une troisième attitude consiste à chercher à comprendre le mode de fonctionnement du psoriasis dans le but de multiplier les prises et les moyens d'action sur son psoriasis. Cette compréhension est, la plupart du temps, plurivoque, partielle et changeante au cours du cheminement avec la maladie. La construction d'une étiologie vernaculaire du psoriasis s'apparenterait moins à un processus de thésaurisation de connaissances qu'à l'apprentissage d'une capacité à se saisir de savoirs utiles, de ceux qui permettent une prise sur la maladie et sur ses conséquences dans la vie au quotidien. Savoir consiste alors à potentialiser un pouvoir d'agir quitte à s'accommoder de la part de mystère voire, dans certains cas, à suspendre ou renoncer à la quête de sens qui caractérise le plus souvent le cheminement avec une maladie chronique.
The main goal of the book is to describe and reconstruct the themes of experiencing the body in hatha yoga, such as emotions and body, learning through the body, experiencing the movement of the body (asanas), meditation in hatha yoga (experiencing the savasana pose), the concentration of the mind, and yoga as the therapy. There will be a phenomenological and contemplative description and explication of hatha yoga and how practitioners experience it with the help of the language that they have available.
The goals of the book are as follows: (1) To describe and analyze the
language of experiencing the body in yoga practice. We want to analyze the linguistic formulas used in the descriptions of the body practice (see Chapter 1). (2) To answer the following question when analyzing the autodescription:
What are the rules of knowledge transfer in the corporeal practice of hatha yoga? (see Chapter 2) and how the body is experienced in a particular space (see Chapter 3) (3) To analyze how the body, emotions and thoughts are described directly after the physical practice of hatha yoga and how they relate to the self. The emotions are inscribed in the reactions of the body (see Chapters 4 and 5). (4) To reconstruct the themes that describe the essence of experiencing hatha yoga and see the cognitive style of the yoga practice, using Alfred Schütz’s concept of the finite province of meaning (Chapters 6–8).
Over the past three decades norms research has become a subfield that matters beyond the boundaries of the discipline of International Relations. Like other such generative processes this subfield’s path is marked by debates over conceptual and methodological preferences. This book argues that irrespective of how we understand these divides, the critical question for today’s norms researchers becomes: how have our understandings of norms developed over this period? To address this question this book brings together a range of junior, mid-career, and senior scholars, working at the leading edge of norm research, across a diversity of issues and sub-fields, and using different epistemological perspectives. Two lenses feature in this endeavour: the first considers the history of norm research as a series of three distinct and theoretical moves (i.e., first creating an interest in ideas and social facts in IR, then focusing on norm adaptation, and finally shifting to a view of norms as processes), and the second examines the potential of practices of interpretation and contestation (which we term the ‘interpretation-contestation framework’) as a way of bringing together a range of theoretical tools to understand norm change, evolution, and replacement. In short, this book focuses on the past trajectory of the field to argue that norm research continues to hold significant potential and promise both about theorizing within IR, and for studying current issues and problems in world politics.
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