University of Stirling    STORRE: Stirling Online Research Repository University Circle Images   Research Led, Student Focused  
 

STORRE >
School of Education >
School of Education Journal Articles >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3625

Appears in Collections:School of Education Journal Articles
Peer Review Status: Refereed
Title: Toward Enriched Conceptions of Work Learning: Participation, Expansion, and Translation Among Individuals With/In Activity
Author(s): Fenwick, Tara
Contact Email: tara.fenwick@stir.ac.uk
Keywords: workplace learning
sociomaterial
Issue Date: Sep-2006
Publisher: SAGE Publications
Citation: Fenwick T (2006) Toward Enriched Conceptions of Work Learning: Participation, Expansion, and Translation Among Individuals With/In Activity, Human Resource Development Review, 5 (3), pp. 285-302.
Abstract: Despite the long recognition in HRD theory that learning is socially and materially situated in activity and relations, HRD literature indicates a continuing strong emphasis on individualistic theories representing learning as knowledge acquisition or individual development. It is argued here that understandings of work learning within HRD theory can be fruitfully enriched by more fully incorporating practice-based perspectives. Three contemporary theories that analyse learning as a relation of individuals with/in activity have been selected for discussion here: the participational perspective of situated cognition, the notion of expansion from cultural-historical activity theory, and the constructs of translation and mobilization presented by actor- network theory. While these are not particularly new to HRD, the contribution of this discussion is to bring together these theories, along with published empirical workplace research based on them, to highlight selected dynamics that may be useful tools for HRD theory development. One element in particular is read across the three theories: the dialectic of ‘flying’ and ‘grounding’, or lines of discontinuity and continuity characterising work learning. The argument is theory-driven, drawing from HRD literature of work learning and practice- based theories of social activity and knowledge pro
Type: Journal Article
URI: http://hdl.handle.net/1893/3625
DOI Link: http://dx.doi.org/10.1177/1534484306290105
Rights: The final, definitive version of this article has been published in the Journal, Human Resource Development Review, 5/3, 2006, © SAGE Publications, Inc., 2006 by SAGE Publications, Inc. at the Human Resource Development Review page: http://hrd.sagepub.com/ on SAGE Journals Online: http://online.sagepub.com/
Affiliation: Education - Research

Files in This Item:

File Description SizeFormat
HRDR-enriched conceptions.pdf186.68 kBAdobe PDFView/Open


This item is protected by original copyright

Recommend this item

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.

 

Valid XHTML 1.0! Repository Service Operated by Information Services, University of Stirling
Powered by DSpace Software Copyright © 2002-2010  Duraspace - Feedback