From Learning Contexts to Learning Lives: Studying Learning (Dis)Continuities from the Perspective of the Learners

Autor/inn/en	Jornet, Alfredo; Erstad, Ola
Titel	From Learning Contexts to Learning Lives: Studying Learning (Dis)Continuities from the Perspective of the Learners
Quelle	In: Digital Education Review, (2018) 33, S.1-25 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	Educational Research; Context Effect; Learning Processes; Lifelong Learning; Transformative Learning; Ethnography; Theater Arts; Learning Activities; Elementary Education; Creative Activities; Creative Development; Teaching Methods; Educational Practices; Imagination; Affective Behavior; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Learning process; Lernprozess; Life-long learning; Lebenslanges Lernen; Pädagogische Transformation; Ethnografie; Theaterwissenschaft; Lernaktivität; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Kanada
Abstract	As digital technologies continue transforming the time and space boundaries that traditionally had been ascribed to different educational settings, the very notion of learning "context" also is being challenged in educational research literature. In this article, we contribute to this debate by offering an empirically grounded discussion on the contrast between customary notions of context--which emphasize self-containment--and the emerging notion of "learning lives"--which aims to capture the dialectical relation between continuity and transformation that characterizes life processes. We draw from empirical materials collected through a participant ethnography at an arts-based, community-oriented primary school, where we follow the learning lives of school community members as they participate in a theater project, moving between the school and the home settings. Our analyses compare conceptualizations and analytical categories that emphasize "context" and the associated "boundaries" with conceptualizations and units of analysis that emphasize the fluid and boundless character of learning and living across settings and time. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01