NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ811843
Record Type: Journal
Publication Date: 2008-Jul
Pages: 9
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1359-6748
Re-Contextualising Learning in Second Modernity
Chisholm, Lynne
Research in Post-Compulsory Education, v13 n2 p139-147 Jul 2008
Changing boundaries between categories of knowledge, together with changing relations with propositional and experiential knowledge, demand reconsideration of what counts as learning. Such re-contextualisation processes can be approached from three standpoints: deconstruction-decoding (learning as a differentiated set of related practices), refocusing-repositioning (situating learning sites in a life-course perspective) and reconstruction-recoding (specifying pedagogic discourse to embrace non-formal and informal learning). Learning in second modernity might hold emancipatory promise, but this requires fundamental re-structuring of teaching/learning contexts in all respects, not least in the re-positioning of all learners as adults, in the sense of being autonomous and responsible shapers of their potentially highly differentiated learning biographies--but it equally heralds an intensification of discipline of the self. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A