Theory Of Legitimate Peripheral Participation Research Articles

The experiences of culturally and linguistically diverse health practitioners in dominant culture practice: a scoping review.

Increasing the proportion of culturally and linguistically diverse (CALD) health practitioners is identified as one strategy to address healthcare disparities that individuals from minority or under-represented backgrounds experience. However, professional and institutional cultures and structures are known to contribute to the challenges for CALD practitioners who work in dominant culture practice contexts. This scoping review used the theory of Legitimate Peripheral Participation to describe and interpret literature about the experiences of CALD health practitioners in view of informing strategies to increase their representation. A systematised search was conducted across four allied health, medicine and nursing databases. Following abstract and full text screening, articles which fit the inclusion criteria (n = 124) proceeded to data extraction. Categories relating to the experiences of practitioners were extracted, and three themes were identified that were subsequently theoretically interpreted: Discrimination, Consequences and Hierarchy. Discrimination functioned as a barrier to CALD practitioners being legitimised and able to participate equally in healthcare practice, retaining their position at the periphery of the practice community; Consequences reinforced this peripheral position and further impeded legitimation and participation; and Hierarchy was maintained through structures that reinforced and reproduced these barriers. The findings summarise how these barriers are reinforced through the intersections of professional and racial hierarchies, and highlight a need for strategies to address discrimination and structures that marginalise CALD practitioners' identity, practices and participation in their health professional communities.

Adaptation of Legitimate Peripheral Participation Theory for Use in Clinical Practice-A Reply from the Contributor

Adaptation of Legitimate Peripheral Participation Theory for Use in Clinical Practice-A Reply from the Contributor

Adaptation of the Legitimate Peripheral Participation Theory for Medical Training

Adaptation of the Legitimate Peripheral Participation Theory for Medical Training

A57Simulated Practice as a Method to Promote Legitimate Peripheral Participation

Simulated sessions are widely used within medical education. Despite the potential benefits of simulated learning, it suffers from a narrow scope of practice; acute, emergency presentations and procedural skills. There is less research for its utility in sub-acute and chronic disease management. To develop expertise in medical practice, learners require sufficient foundational knowledge to facilitate more complex behaviours [1]. Within ward environments, lack of foundational knowledge in both ‘hard’ (knowledge) skills, and ‘soft’ (organizational) skills can limit learners’ potential for development. Considering legitimate peripheral participation theory, learners require ‘enculturing’ into an institution to develop ‘soft’ skills. Examples of ‘soft’ skills include understanding problem solving approaches, language, values and norms of the profession [2]. To design and assess the educational impact of simulated ward round teaching sessions on medical students in semi-acute settings, focussing on ‘enculturing’ skills. This was a prospective study. We created a ward round-based simulation session, with six simulated patient scenarios, designed for clinical placement level medical students. Ten students were included in the study. We utilized an induction exercise to familiarize students with medical documentation, a simulated ward round, and a consolidation exercise reviewing discharge paperwork and prescriptions. A simulated patient was present in each scenario, with a member of faculty facilitating. Simulated ward round entries, nursing handover queries and investigations were provided to students. Scenarios were 20 minutes; with objectives to produce ward round documentation and generate holistic clinical management decisions. Students participated in a ‘board round’, which served as a forum for station specific feedback. Enculturing values were assessed via a 40-point, knowledge based formative assessment, covering the main themes of the session: appropriate documentation, medical abbreviations, and clinical decision-making. Assessment was administered both pre- and post-session. Qualitative feedback of the session was obtained from learners to identify themes for further development. There was a significant improvement in knowledge following the session (see Results of pre- and post-intervention knowledge assessment Our results demonstrate an increased sense of empowerment in the study population. Simulated practice can be used effectively to enhance learning in sub-acute medical situations. Enculturing skills were particularly enhanced; promoting future learning through orientation within zones of legitimate peripheral participation. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable.

The Significance and Transferability of a Medical Student Working as a General Employee -Building Mutually Beneficial Relationships between a Medical Student and Medical Institutions Based on the Theory of Legitimate Peripheral Participation-

The Significance and Transferability of a Medical Student Working as a General Employee -Building Mutually Beneficial Relationships between a Medical Student and Medical Institutions Based on the Theory of Legitimate Peripheral Participation-

At School: Second Career English Teachers’ Socialisation Experiences

The article examines the second career teachers (SCTs) socialisation into school culture through three theoretical lenses: Bronfenbrenner’s ecological framework of human development, to identify the different environments within school culture that play a role in SCTs perceptions of their socialisation, Lave and Wenger’s theory of Legitimate Peripheral Participation and Bridge’s Transition Model (Bridges, 1991; Bridges & Mitchell, 2000) to characterize the modes of transition teachers face. This is likely to guide school administrators to view SCTs as a unique group of teachers whose starting point is different from the other novice teachers, due to the knowledge capital they bring with them to the socialisation process. It is argued that school management need to be aware of the fragile ‘transition’ phase of the novice SCTs. For some teachers who lack the agency to take initiatives and act proactively, this might be a trying phase of sink or swim. In schools where the interpersonal relationships within the ecological culture of the school were supportive, teachers felt more confident to socialise, while in schools where teachers felt lonely and ‘forsaken to manage on their own’, their self-image was vulnerable. Schools should provide opportunities for the teachers to manage the transition effectively by creating a cooperative environment within the school and establishing organisational practices.

Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki

This research investigates the interaction between English students learning Chinese in the UK and Chinese students learning English in China via a wiki platform. Activity theory and legitimate peripheral participation theory were employed as a theoretical framework; wiki was embedded as an interactive learning tool. The findings revealed that Chinese native speakers assisted English students learning Chinese as foreign language (CFL) by means of reorganizing word orders and restructuring sentence patterns. The usages of clarification and elaboration were more frequent than the usages of added and deleted information. Both CFL and English as foreign language (EFL) students interacted with each other in attending to language forms through the essay correction and revision process, and the interaction consequently enhanced their target language learning. The study suggests that wiki provides a dynamic platform, which encourages further integration into the syllabus to support foreign language learning.

A research advisory model guiding higher degree accounting students and supervisors to become part of a community of scholars

This article explores how research management, through a research advisory model (RAM), can guide accounting students and supervisors to transition to a research-focused community of practice by gaining greater methodological diversity and theoretical development during their higher degree studies. Memory-work narrative responses from e-interviews with 21 accounting faculty members, of which 15 were higher degree students and six supervisors, were thematically analysed. Document analysis was conducted to explore how the faculty’s research profile has changed since the inception of the new faculty and the implementation of the research management capacity-building programme. In line with the theory of legitimate peripheral participation (LPP), this article shows how a peripheral model of participation assisted accounting higher degree students and their supervisors to embrace research and become part of a community of scholars. The novel advisory model can be used to assist higher degree students and their supervisors during the challenging transition from accounting professional to researcher. A conceptual trajectory including LPP theory as an analytical and practical lens to support pathways to change is offered as a modest contribution. The RAM is posited as an option for faculties in guiding students to overcome related challenges and gain confidence in the research process. The model can also be useful for other faculties working towards similar goals.

Professional socialisation and professional fit: Theoretical approaches to address student learning and teaching in speech-language pathology

Purpose: The sociocultural and historical context and membership of the speech-language pathology (SLP) profession underpins our norms of practice and our discourses. This context also informs and defines the ways that we practice today, including who we legitimise to enter our profession and why. In this paper, we used theory as a tool to critically explore how this socioculturally constituted knowledge and practice influences how students experience learning in SLP practice placements. Method: We used the theory of Legitimate Peripheral Participation (1991) as a conceptual framework to interpret qualitative data from two separate programs of research that had explored the phenomena of student learning in SLP practice placements. Result: The analysis cast light on how our understanding and expectations of SLP students’ learning and competency development in placements is recursive and strongly legitimised in our profession. Students adjust to accommodate the professional knowledges, practices and expectations they encounter in their placements. This facilitates the perpetuation of practices proffered by the majority culture. Conclusion: The use of theory allowed us to explore the phenomena of student learning in placements in a new light, which unmasked new understandings of the longstanding challenge to increase diversity in the SLP community.

Whence legitimate peripheral participation? De-trivializing the social dynamics around Chinese students' doctoral research in the West

While research on Chinese doctoral students in Western higher education institutions has garnered growing scholarly attention, the social dynamics around these students' research writing, arguably one of the most core elements of their academic life, have remained trivialized. This study, therefore, draws upon Lave and Wenger's Legitimate Peripheral Participation theory and examines the salient features of said dynamics. Our inquiry based on Chinese tourism students in the U.S. uncovers the social activeness and inactiveness that exhibit in the negotiation and co-participation between these students as “newcomers” of a community of practice and their advisors and writing center consultants as “oldtimers”.

Learning to Airbnb by Engaging in Online Communities of Practice

Technological advances, combined with sustained, minimalist consumerism, have raised the popularity of sharing economy platforms like Airbnb and Uber. These platforms are considered to have disrupted traditional industries and revolutionized how consumers interact with their services. The Computer-Supported Cooperative Work (CSCW) community has researched various aspects of the sharing economy; however, it is unclear how novices grow into experts in its various instantiations. In this paper, we present a qualitative investigation of Airbnb hosts, and Facebook groups in which they participate, for an enriched understanding of their learning mechanisms. Drawing on the theory of Legitimate Peripheral Participation (LPP), our findings highlight the learning mechanisms that enable novice hosts to transition from partaking in peripheral roles to becoming integrated members of their (Facebook) communities of practice. We also present recommendations for sharing economy platforms, micro-entrepreneurs, and the online communities that serve them both.

Legitimate peripheral participation in a research education program for primary care residents: a case study of educational research

This article was migrated. The article was not marked as recommended. Background and Objectives: The scholarly activity of primary care residents is important, but effectively teaching skills remains challenging. In Japan, few primary care residency programs provide a systematic research education program. The application of legitimate peripheral participation theory to research projects may enhance research education for residents. This pilot case study described the process of enrolling primary care residents in Japan in a research education program based on legitimate peripheral participation theory. Methods: In this case study, 4 faculty members of the University of Tsukuba primary care residency program conducted an educational research program from April 2017 to June 2018 that incorporated legitimate peripheral participation theory. Results: Five residents participated in the project. In phase 1, faculty members determined the research theme and prepared the plan. In phase 2, target residents were invited to participate and began to gather background knowledge about the theme. Faculty members created a mailing list and shared the research plan with the members. In phase 3, the overall project schedule was presented and faculty members and residents shared the work of data collection and input. Faculty members demonstrated the process of data analysis to residents and discussed the results with them. In phase 4, each resident, with faculty support, prepared an abstract and presentation. Residents completed their presentations at an annual primary care conference. Conclusions: Introduction of legitimate peripheral participation theory to a primary care resident research education program may have contributed to overcoming obstacles in research education.

Legitimate participation of medical students in community attachments

ABSTRACTIntroduction: Social theories of learning consider learning and thinking as social activities. These activities may occur within a community of practice. Communities of practice may position learners as legitimate peripheral participants. This study tests whether legitimate peripheral participation provides an overarching theory to assist in evaluating learning and teaching of medical students undertaking short primary care attachments.Methods: A questionnaire was delivered to all Year 4 students at the University of Auckland in 2015. A deductive content analysis was undertaken on the data utilising a categorisation matrix. Legitimate peripheral participation theory was used to develop the categorisation matrix.Results: Three broad themes explained legitimate peripheral participation by medical students undertaking a short primary care attachment. These three themes were ‘hospitality,’ ‘collegiality’ and ‘responsibility.’Conclusion: Legitimate peripheral participation, in the context of undergraduate primary health care attachments, appears to depend upon positive social activities between students and health professionals and patients. Using legitimate peripheral participation as a theory to underpin evaluations of general practice attachments it is possible to determine improvements in the learning and teaching experience of medical students.

Learning from students: Facilitators’ learning in interprofessional placements

ABSTRACTFew studies have examined experiences and learning from the viewpoint of interprofessional facilitators of student placements, and limited research has investigated this learning enacted across traditional service boundaries or between health and education practitioners. This study aimed to address these gaps by exploring perceptions about the learning and experiences of Early Childhood Educators (ECEs) who facilitated placements in childcare settings for speech-language pathology students from a health professional background. Lave and Wenger’s theory of Legitimate Peripheral Participation was utilised to design and interpret this study. Seven ECEs from two childcare centres and four Centre Directors participated in focus groups and individual semi structured interviews respectively. Thematic analysis revealed five themes that described how the ECEs came to accept the students as legitimate members of their practice community, and how this subsequently facilitated the ECEs’ learning. The themes of power described in previous studies that explored status and hierarchical differences between facilitators and students from differing professions were not identified in this study. This absence of observed power differential, in addition to the embedded nature of the placement design, and the students’ participation in the ECEs’ everyday activities and routines contributed to the ECEs’ positive interprofessional learning.

ピアノを弾きたいという動機形成は如何にしてなされるのか : 「正統的周辺参加論」の視点を参考にして

ピアノを弾きたいという動機形成は如何にしてなされるのか : 「正統的周辺参加論」の視点を参考にして

Disaster Education Based on Legitimate Peripheral Participation Theory: A New Model of Disaster Science Communication

Disaster Education Based on Legitimate Peripheral Participation Theory: A New Model of Disaster Science Communication

Situated Learning: A Legitimate Peripheral Participation in Learning Mathematics in Public Schools

In this reflection, the author seeks to highlight the concept of Situated Learning as legitimate peripheral participation in learning mathematics in public schools. In doing this, the author defines and explains situated learning and legitimate peripheral participation theory (Lave & Wenger, 1991) and communities of practice (Wenger, 1998); and explains the concept of mathematics learning as participation in the school's context (Quintos & Civil, 2006).

Utopia in arts education: transmission of Cantonese opera under the oral tradition in Hong Kong

Schooling has been the main approach for transmitting knowledge and skills in both Eastern and Western cultures. The conservatory, for instance, has been the main cradle of great musicians. However, traditional folk arts in the East relied on apprenticeship using an oral approach for transmission. Applying Lave and Wenger’s theory of legitimate peripheral participation as a theoretical framework, this article reports an interview study with five Cantonese opera artists in Hong Kong, all of whom have previously served and led apprenticeships. It was evident that the master artists took on limited numbers of apprentices for the purposes of transmitting personal artistry rather than monetary benefit. The master and the apprentice build up a quasi-parental relationship while the apprentice was regarded as a family member of the field. This study supplements the aforementioned theoretical framework with the Chinese cultural element of family ethics which may imply an application of apprenticeship in artistic and non-artistic transmissions through schooling.

A Different Path: Curriculum Experiences of International Students in a Private Institution's Foundation Programme

The requirement to explore the curriculum experiences of French-speaking students becomes imperative because of the transition they are compelled to make from French to English. This transition seems to be in relation to the curriculum of study and hidden curriculum experiences at their disposal. Their entry to higher education is as a result of the determination to become bilingual in an attempt to compete in a globalising world (Adebanji & Gumbo 2013). French-speaking students (FSS) negotiated communities of practice which enhanced their capacity to interact with more knowledgeable others for learning to evolve. Utilizing a single case study approach, Legitimate Peripheral Participation theory, and Communities of Practice theory to elucidate their experiences of the curriculum, it was found that delayed linguistic adjustment, small class-sizes, interactive student-lecturer relationships, consultation and tutoring initiatives, shyness, homesickness and oral presentation, to mention but a few, were curriculum experiences they negotiated. DOI: 10.5901/mjss.2014.v5n1p31

Managing a new collaborative entity in business organizations: Understanding organizational communities of practice effectiveness.

Companies worldwide are turning to organizational communities of practice (OCoPs) as vehicles to generate learning and enhance organizational performance. OCoPs are defined as groups of employees who share a concern, a set of problems, or a passion about a topic and who strengthen their knowledge and expertise by interacting on a consistent basis. To date, OCoP research has drawn almost exclusively from the community of practice (CoP) literature, even though the organizational form of CoPs shares attributes of traditional CoPs and of organizational teams. Drawing on Lave and Wenger's (1991) original theory of legitimate peripheral participation, we integrate theory and research from CoPs and organizational teams to develop and empirically examine a model of OCoP effectiveness that includes constructs such as leadership, empowerment, the structure of tasks, and OCoP relevance to organizational effectiveness. Using data from 32 OCoPs in a U.S.-based multinational mining and minerals processing firm, we found that external community leaders play an important role in enhancing OCoP empowerment, particularly to the extent that task interdependence is high. Empowerment, in turn, was positively related to OCoP effectiveness. We also found that OCoPs designated as "core" by the organization (e.g., working on critical issues) were more effective than those that were noncore. Task interdependence also was positively related to OCoP effectiveness. We provide scholars and practitioners with insights on how to effectively manage OCoPs in today's organizations.