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Working at community boundaries: A micro-analysis of the activits's role in participatory learning networks

Thorpe, Mary and Kubiak, Christopher (2005). Working at community boundaries: A micro-analysis of the activits's role in participatory learning networks. Studies in the Education of Adults, 37(2) pp. 151–165.

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Abstract

The interaction of agency and context in workplace learning is explored through a micro-analysis of the implementation of networked learning communities in schools in England. Interviews with local activists show evidence of co-participation between individuals' responses and their workplace roles and experience as they take up the opportunity to create a networked learning community for their schools. The paper raises issues about the community of practice model as promoted for workplace learning, with its emphasis on group participation rather than individual agency. Activists make strategic use of existing power relationships in order to facilitate networked learning, and develop skills in influencing and communicating across existing practice communities. Sustaining the network also depends on continuing intervention and strong support from activists' personal communities of trusted peers and colleagues with whom values and goals are shared. The opportunities, challenges and risks of using a networked approach to foster workplace learning are explored.

Item Type: Journal Article
Copyright Holders: 2005 Taylor and Francis
ISSN: 0266-0830
Keywords: workplace learning; communities of practice; networks; disposition; co-participation
Academic Unit/Department: Institute of Educational Technology
Health and Social Care > Health and Social Care
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 31353
Depositing User: Mary Thorpe
Date Deposited: 13 Jan 2012 09:23
Last Modified: 13 Jan 2012 12:50
URI: http://oro.open.ac.uk/id/eprint/31353
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