The book, Situated Learning: Legitimate Peripheral Participation, sought to broaden the field of analytic questions in which learning was surely a central issue: questions about continuity and change in everyday practices, intergenerational relations, the re-production of complex heterogeneous (work) practices, and the production and displacement of participants — apprentices, veterans, others — together. How does the central argument hold up (in my view) after twenty years? What was it supposed to do? And what happened to it as it was taken up in a variety of contexts, over the two decades since its publication?
Situated Learning: A Critical Review
A Lecture by Jean Lave (UC-Berkeley)
Thursday, February 21, 2013, 4:00pm
Swain West, Room 007