Concept Of Legitimate Peripheral Participation Research Articles

Að vinna meistaraprófsverkefni í námssamfélagi nemenda og leiðbeinenda

Í greininni er fjallað um sameiginlega hópleiðsögn þriggja leiðbeinenda meistaranema. Tilgangur rannsóknarinnar var að sýna fram á gildi þess að búa til námssamfélag nemenda og kennara um vinnu að meistaraprófsverkefni. Markmið rannsóknarinnar var að auka skilning á vinnuferli nemenda í meistaraprófsverkefni og lýsa því hvernig við byggðum upp námssamfélag þeirra yfir sex ára tímabil. Við nýttum aðferðafræði starfstengdrar sjálfsrýni til að geta betur skilið ferli nemenda í meistaraprófsverkefninu og hvernig við unnum úr áskorunum. Rannsóknargögn eru skráð ígrundun, fundarupptökur og gögn um samskipti við nemendur. Fræðilegur rammi rannsóknarinnar er byggður á hugmyndum um tengsl fræða og kennarastarfs og um ígrundun í anda starfstengdrar sjálfsrýni. Enn fremur byggjum við á hugmyndum um námssamfélög og um nám sem ferðalag um landslag þekkingar. Niðurstöðurnar sýna að nemendur upplifa fundina sem námssamfélag sem veitir þeim stuðning, dregur úr einmanaleika og heldur þeim við efnið í meistaraprófsverkefninu. Ólíkir styrkleikar okkar leiðbeinendanna nýttust vel í samstarfinu og efldu sameiginlega getu okkar til að leiðbeina.

Legitimate Peripheral Participation in a Makerspace for Emancipated Emerging Adults

Following emancipation from foster care, youth often transition into adulthood without the support of family or school. For some emancipated emerging adults (EEAs), alternative support may come from informal educational programs like makerspaces—safe spaces to learn, explore identities, build relationships, and become entrepreneurs. This exploratory study uses Lave and Wenger’s concept of legitimate peripheral participation as a lens to for analyzing the diverse relationships of three EEAs (ages 20, 22, and 25) to the maker community of practice, as they live in a transitional housing facility and engage with its on-site makerspace and its affiliated museum.

APRENDER NA ESCOLA PARA ALÉM DA SALA DE AULA: COMUNIDADES DE PRÁTICA, PARTICIPAÇÃO PERIFÉRICA LEGÍTIMA E ESPAÇOS DE AFINIDADE NO AMBIENTE ESCOLAR FORMAL

The formal teaching environment can be a place of various forms of knowledge building. This can be verified in the daily life of any school institution, where the interactions between students are constant and, therefore, the exchanges of knowledge as well. The intention of this article is to problematizeon moments not considered as teaching / learning, extraclass moments that can become important knowledgesource for students' lives. For this, some authors from different areas of knowledge are mobilized, mainly Lave and Wenger (1991) who work with the concept of legitimate peripheral participation and communities of practice, and, Gee (2004) that articulatethe previous ideas to the interconnected context of present through the affinityspaces. The author's personal memories helped to think about some forms of extra-class learning possible in a formal school environment. The challenge of overcoming the hegemony of schooling, as well as the exclusivism of school contents as the only sources of knowledge, to the detriment of learning resulting from human interactions seems to be fundamental.

Teaching Bonhoeffer: Pedagogy and peripheral practices

Some of Dietrich Bonhoeffer’s major writings emerged from the experience of planning and leading an innovative seminary at Finkenwalde, where there was a strong focus on intentional communal practices. This article uses the process of designing an undergraduate course focused on Bonhoeffer’s book Life Together as a lens through which to question pedagogical practices. The concept of legitimate peripheral participation is used to question the relationship between devotional practice and critical reflection and to explore course design using formative practices.

Irish Physical Education Cooperating Teachers’ Experiences of Learning to Become a ‘Teacher of Teachers’

This article presents case studies detailing the learning trajectories of two physical education (cooperating) teachers as they strive to establish and maintain their identity as competent and confident supervisors to pre-service teachers on school placement. The cooperating teachers who participated in the study share their experiences in attempting to construct a professional identity within the school placement triad. Lave and Wenger’s (1991) theory of situated learning and the concept of legitimate peripheral participation were employed to investigate each of the cooperating teacher’s journeys in their attempt to shape their professional identity through participation in a variety of professional learning communities. The data revealed that the cooperating teachers experienced various forms of legitimate peripheral participation and, as a result, their learning trajectories and attempts to construct professional identities were diverse. The cooperating teachers’ learning did not always follow a positive trajectory, often meeting obstacles, resulting in the teachers experiencing both highs and lows during the supervision process.

‘Standing on the periphery’

Research has shown that teachers can derive substantial benefits from the role of cooperating teacher (CT) and many experienced teachers have made positive changes to their teaching as a result, often engaging as co-learners. The aim of this paper is to examine the intricacies of the trajectory of CTs in terms of the development of their understanding of what an effective supervisor entails. Lave and Wenger’s concept of legitimate peripheral participation is utilised to understand how teachers’ learning trajectories enhance or inhibit the move towards full participation in effective school placements. The findings indicated that within the school placement the role of the CT is very influential but poorly prepared for and supported by the Higher Education Institution (HEI). Results have indicated mechanisms to potentially enhance existing policy and practice, develop the role of the CT and create a systemic shift in school–university partnerships.

Noting and evaluating contact between Japanese and Australian academic cultures

This paper reports on a case study of Japanese exchange students that investigated the ways such students note and evaluate various types of contact between native and host academic cultures while participating in new communities of practice at an Australian university. In this study, language management theory (Jernudd & Neustupný, 1987; Neustupný, 1985, 1994, 2004) was employed in conjunction with Lave and Wenger’s (1991) concept of legitimate peripheral participation in order to investigate the sociocultural influence on cognitive processes of language management. The findings illustrate that not only norm deviations but also the phenomena relating to norm universality and compatibility generated processes of noting and evaluation. This study also provides an insight into mechanisms of self- and other-noting, as well as negative evaluations of norm deviations, and sheds light on positive evaluations of common disciplinary knowledge and cross-cultural situational similarities. Based on the findings, this paper indicates that noting and evaluation in language management processes should be considered in relation to students’ social positionings, their power relations with other community members, their perceptions of self, and the context where the management occurs.

Becoming academics: experiencing legitimate peripheral participation in part-time doctoral studies

An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens, their experiences of shifting towards fuller participation in, and identification with, the academic community. The research was conducted during a directed study course, a context students and supervisor used as an opportunity to examine their engagement in legitimate research activities as students completed their coursework requirements and prepared for academic careers. Although the research is context specific, the discussion will be useful to individuals who are working towards similar goals in university contexts.

Feeding pigs and looking for güembé: the local production of knowledge about the natural world of peasant and indigenous children in San Ignacio

Ever since the first ethnographic studies, the question about how people learn in different contexts was an essential element of research. Studies in anthropology of education have increasingly focused on schooling. Nowadays, however, the traditional topic of learning in out-of-school contexts recovers its relevance because the development of technologies, globalisation and inequality create new contexts for knowledge. Peasant and indigenous children's productive activities in countryside are frequently defined as children's labour, tending to emphasise the obstacles to attending school and ignoring the production of knowledge about natural world. In this article, I will use concept of legitimate peripheral participation to identify situated learning outside school walls. This category allows me to describe the understanding of natural and social world that peasant and Mbyà-Guaraní children in rural areas of San Ignacio (Misiones, Argentina) achieve in their everyday learning experiences. Information about plants, insects, animals, birds, their customs, food preferences, reproduction methods and environment are learned by observing and doing, while science lessons usually ignore such familiarity.

Legitimate Peripheral Participation and Language Learning: Two Quichua Learners in a Transnational Community

Using data from a multisited ethnography of Ecuadorian transnational musicians, I applied Lave and Wenger's (1991) concept of legitimate peripheral participation and Jacoby and Ochs's (1995) notion of co‐construction to examine two musicians’ attempts to learn Quichua, an Ecuadorian indigenous language. Through an analysis aided by constructivist grounded theory (Charmaz, 2006), I found that co‐constructed notions of language beliefs, ethnic identity, and community perspectives led to perceptions of these individuals as legitimate or nonlegitimate learners of Quichua. These co‐constructions played a role in a successful acquisition of Quichua for one individual, for whom Quichua was a heritage language, and a failure to succeed by the other. The results of this article enrich discussions on maintenance of threatened languages and add to the ongoing debate in second language acquisition on the importance of cognitive/individual versus social/external factors in language learning.

Entrepreneurial learning in family business: a situated learning perspective

Purpose – The purpose of this paper is to contribute towards understanding how entrepreneurial learning might be understood as being socially situated, embedded in everyday practice in the context of family business. The study is framed by three main principles drawn from situated learning theory. First, the family and the business are examined as overlapping communities of practice, as sites of practice‐based knowledge. Second, the concept of legitimate peripheral participation is explored in relation to members of the family business. Finally, how practice is both reproduced and transformed over time is examined in the context of two generations' participation in a family business. Design/methodology/approach – The paper draws on an empirical study of two generations from five families, the founders of a business and their successors. The interview approach adopted phenomenological techniques. A thematic analysis identified conceptual frameworks to make sense of the data in a “quasi grounded” approach. Finally, the three main principles introduced from situated learning theory – communities of practice, legitimate peripheral participation, and cycles of reproduction and transformation provided a conceptual framework to analyse the empirical material. Research limitations/implications – This is an interpretive, qualitative study based on a small sample of families based in the North West of England. The findings are not intended to be generalised to a population, but to offer empirical insights that extend theoretical frameworks in order to better understand the entrepreneurial phenomenon. Practical implications – The experience of the second generation both in the family business and in overlapping contexts of learning‐in‐practice brings innovation and change as well as continuity. The study also suggests that the complex process of succession might be informed by the understanding of the importance of the nature and extent of participation in the family business over time. Originality/value – This paper introduces conceptual frameworks that capture the social complexity of intergenerational entrepreneurial learning and contributes an empirical illustration of situated learning theory within the context of family business. The situated learning perspective contrasts with much of the existing entrepreneurial learning literature, which has tended to focus on “the entrepreneur” and individual learning processes. This study demonstrates that applying a learning lens brings theoretical insights to the study of family business.

Entrepreneurial learning in family business

PurposeThe purpose of this paper is to contribute towards understanding how entrepreneurial learning might be understood as being socially situated, embedded in everyday practice in the context of family business. The study is framed by three main principles drawn from situated learning theory. First, the family and the business are examined as overlapping communities of practice, as sites of practice‐based knowledge. Second, the concept of legitimate peripheral participation is explored in relation to members of the family business. Finally, how practice is both reproduced and transformed over time is examined in the context of two generations' participation in a family business.Design/methodology/approachThe paper draws on an empirical study of two generations from five families, the founders of a business and their successors. The interview approach adopted phenomenological techniques. A thematic analysis identified conceptual frameworks to make sense of the data in a “quasi grounded” approach. Finally, the three main principles introduced from situated learning theory – communities of practice, legitimate peripheral participation, and cycles of reproduction and transformation provided a conceptual framework to analyse the empirical material.Research limitations/implicationsThis is an interpretive, qualitative study based on a small sample of families based in the North West of England. The findings are not intended to be generalised to a population, but to offer empirical insights that extend theoretical frameworks in order to better understand the entrepreneurial phenomenon.Practical implicationsThe experience of the second generation both in the family business and in overlapping contexts of learning‐in‐practice brings innovation and change as well as continuity. The study also suggests that the complex process of succession might be informed by the understanding of the importance of the nature and extent of participation in the family business over time.Originality/valueThis paper introduces conceptual frameworks that capture the social complexity of intergenerational entrepreneurial learning and contributes an empirical illustration of situated learning theory within the context of family business. The situated learning perspective contrasts with much of the existing entrepreneurial learning literature, which has tended to focus on “the entrepreneur” and individual learning processes. This study demonstrates that applying a learning lens brings theoretical insights to the study of family business.

Active student involvement in integrative clinical care—A qualitative and quantitative study on learning experiences, professional development and progress in competencies in integrative medicine

Introduction Teaching and Learning Integrative Medicine (IM) faces the challenge to integrate different health concepts including those of biomedical care and of CAM. Students have to learn about specific powers and limits of different methods of IM and how to use these together to heal and preserve health of the patient's body, mind and spirit. The aim of our study was to see how learning and professional development of final-year medical students was affected by active student participation in integrative clinical care during their 16 weeks rotation in internal medicine. Method, setting and subjects Based on the concept of legitimate peripheral participation by Lave and Wenger, a Clinical Education Ward for Integrative Medicine (CEWIM) was established. Final year medical students were integrated in a ward where conventional medicine is complemented by Anthroposophic Medicine including the use of conventional treatment, natural and anthroposophic remedies, physical and art therapies and biographic counseling. Students were participants of the program “Integrated Curriculum for Anthroposophic Medicine” (ICURAM), which is integrated into the medical curriculum of 6 year duration at the University of Witten/Herdecke in Germany. Twelve final year medical students who participated at CEWIM were interviewed (4 individual interviews, 2 focus groups) regarding their learning experiences and their professional development. Additionally, students rated their competencies in IM before and after their rotation. Results A qualitative analysis of the interviews showed that being responsible for patients under structured supervision is seen to be a powerful motivation for active learning and professional development. Working and reflecting with peers as well as being mentored were essential aspects and gave important support for personal development. According to quantitative analysis of self-evaluation students made significant progress in diagnostic and therapeutic competencies in internal medicine as well as in practicing specific aspects of IM like using different healing methods and learning to assess their specific powers and limitations. Conclusion Active participation in integrative clinical care for final year medical students seems to offer good opportunities for learning IM including personal and professional development of the learners.

Ecologies of participation in school classrooms

The concept of legitimate peripheral participation was developed by considering informal learning contexts. Its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in ‘usual school mathematics’ classrooms. By considering the nature of social practice, learning relationships, identity and participation in such classrooms in relation to legitimate peripheral participation as a construct, both these features and the construct itself are explored and critiqued. To understand the complexity and multidimensionality of participation in both formal and informal learning contexts, the concept of ecologies of participation is proposed.

Understanding paediatric resident−continuity preceptor relationships through the lens of apprenticeship learning

Apprenticeship learning is common in medical education, but is often situated in theoretical frameworks which highlight its cognitive but not its social dimension. We conducted an ethnographic case study of paediatric residents' learning relationships with their preceptors in a community-based paediatric continuity site. It included 5 months (100 hours) of direct observation, and semi-structured interviews with 10 residents (before and after observation) and 10 primary care paediatricians who served as their continuity preceptors (after observation). Interview transcripts and notes from observations were inductively coded and analysed for major themes. Our observations and reports of resident learning trajectories fit well with the concept of legitimate peripheral participation. Residents learned the everyday practice of primary care as they worked alongside experienced paediatricians in the continuity clinic. Although the direction of learning was towards central participation in patient care, residents learned during transient shifts to the periphery of practice. As a function of residents' increased participation, preceptors moved into more supportive roles. Residents were not only learners; at times they were teachers who facilitated preceptors' learning. Legitimate peripheral participation is a concept that helps to explain apprenticeship as a dynamic social relationship which shapes, and is shaped by, learning that takes place in clinical practice. Other concepts shed light on the bidirectional nature of apprenticeship learning.

Expansive learning in the university setting: The case for simulated clinical experience

This paper argues that simulated practice in the university setting is not just a second best to learning in the clinical area but one which offers the potential for deliberation and deep learning [Eraut, M., 2000. Non-formal learning, implicit learning and tacit knowledge in professional work. Journal of Educational Psychology, 70, 113-136]. The context of student learning in an undergraduate midwifery programme is analysed using human activity theory [Engeström, Y., 2001. Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156]. The advantages of this approach to student learning as opposed to situated learning theory and the concept of legitimate peripheral participation [Lave, J., Wenger, E., 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, New York] are discussed. An activity system changes as a result of contradictions and tensions between what it purports to produce and the views of stakeholders (multi-voicedness) as well as its historical context (Historicity of activity). A focus group with students highlights their expressed need for more simulated practice experience. The views of midwifery lecturers are sought as an alternative voice on this tension in the current programme. Qualitative differences in types of simulated experience are explored and concerns about resources are raised in the analysis. Discussion considers the value of well planned simulations in encouraging the expression of tacit understanding through a group deliberative learning process [Eraut, M., 2000. Non-formal learning, implicit learning and tacit knowledge in professional work. Journal of Educational Psychology, 70, 113-136].

Multidimensional enculturation

The present paper examines the disciplinary enculturation experience of a Chinese doctoral student. I first refer to Lave and Wenger’s (1991) concept of legitimate peripheral participation (LPP) as the theoretical background of this study. I then present the case of Fei, a doctoral student of physics in a major university in East China, focusing on his interactions with specialist texts, the supervisor, and the research community. In the discussion of the findings, I cast Fei’s experience in the light of LPP. I conclude by emphasizing the value of naturalistic case studies in extending English educators’ scope of vision of academic enculturation.