Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning |
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Authors: | Phil Hodkinson Gert Biesta David James |
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Institution: | (1) The Lifelong Learning Institute, University of Leeds, E.C. Stoner Building, Leeds, LS2 9JT, UK;(2) University of Stirling, Scotland, UK;(3) University of the West of England, Bristol, UK |
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Abstract: | This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails
replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural
theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine
major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts
of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand
learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers
to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better
questions about learning and its improvement and has high practical significance.
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Keywords: | Learning Dualism Bourdieu |
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