|Appears in Collections:||School of Education Journal Articles|
|Peer Review Status:||Refereed|
|Title:||A sociocultural analysis of organisational learning|
|Publisher:||Carfax Publishing, Taylor & Francis|
|Citation:||Boreham N & Morgan C (2004) A sociocultural analysis of organisational learning, Oxford Review of Education, 30 (3), pp. 307-325.|
|Abstract:||First paragraph: The concept of organisational learning has been widely debated and frequently contested by educationalists, but the speci®c processes and actions which constitute this form of learning have received relatively little research attention. This paper reports a three-year empirical investigation into organisational learning in a large industrial complex, with the aim of clarifying the practices of organisational learning and interpreting them within sociocultural learning theory. A sociocultural model is proposed which identi®es dialogue as the fundamental process by which organisations learn, and relational practices as the social structure which embeds the dialogue and makes it sustainable in a potentially con¯ictual environment. Three relational practices are analysed in detail: opening space for the creation of shared meaning, reconstituting power relationships and providing cultural tools to mediate learning. A pedagogy of organisational learning is de®ned in terms of participation in these practices, either as the carrier of a practice or as the facilitator of participation by others. The theoretical requirement that adult learning must be autonomous is reconciled with the concept of collective learning in pursuit of organisational goals by rejecting the notion of an individually-contained self in favour of a relational concept of the self, in which autonomy is achieved by building relationships with others.|
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University of Manchester
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