Post-modern theories of learning

1. Post-modern theories of learning

2. Why are these theories ‘post-modern’? Evolve from previous theoretical frameworks – behaviourist/cognitivist and socio-cultural Reflects the progression in educational sociology / philosophy to ‘critical realism’ Recognises the complexities inherent in how we learn, practice and develop

3. Characteristics of post-modern theories NOT dependent on the individual as being the sole focal point of study Challenges relationships/binaries on which understandings of ‘practice’ are founded Challenges notions of context as being where the action is and allows for a wider range of ‘contexts’ to be recognised Recognises the continuous dynamic nature of learning without taking a reductionist stance Acknowledges the complexity and ‘mess’ that represents the ‘real-world’. Accept that learning is fundamentally difficult to pin down or to explain.

4. Some examples of post-modern theories • Bourdieu’ concepts of field, habitus and social capital • Latour’s actor-network theory • Activity theory (Engestrom, 1987) also Vygotsky, Leontev with foundations in Marx, Kant & Hegel • Gherardi and other’s work on practice-based learning

5. Field, Habitus and capital Field is where subjects (agents) and social positions are located. Habitus is a form of identity within a certain field. We may inhabit different habitus in the different fields we associate with. Capital refers to social capital, something we are born to, have to work at attaining and which has implications on our habitus.

6. Actor-network theory Accounts for the multiple ways real-life interactions and activities occur Recognises both animate (people, animals, plants) and inanimate (books, films, cars, tools) ACTORs Makes and studies connections between actors to explain how, why/why not

7. Activity theory Activity of some form is the foundation of learning Activities revolve around the environment the activity is carried out with, the tools used to carry out the activities and the social interaction that takes place. Environment includes social setting, organisational rules, cultural context Tools include language, computers, books etc. Social interaction include human, power, division of labour relationships

8. Practice-based learning It is not the community of practice that is important, but the PRACTICE in the COMMUNITY Study of practice, how people practice, who/what contributes / has impact on practice How practice evolves in organisations and what are the triggers for good / innovative practice