Learning as the Organizing of Social Futures
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| Title: | Learning as the Organizing of Social Futures |
|---|---|
| Language: | English |
| Authors: | O'Connor, Kevin, Allen, Anna-Ruth |
| Source: | Yearbook of the National Society for the Study of Education. 2010 109(1):160-175. |
| Availability: | Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 16 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Social Influences, Role of Education, Social Values, Cultural Influences, Social Development, Social Change, Organization, Youth Programs, African American Students, Poetry, Learning Strategies |
| ISSN: | 0077-5762 |
| Abstract: | In this chapter, the authors argue for a perspective on learning as the organizing of access to valued social futures. Why think of learning in terms of organizing? Such a perspective, they believe, follows from a particular view of the human sciences, one that sees people as always engaged in organizing, collectively, the conditions for and meaning of their actions. This is an inherently value-laden process that requires reflexive monitoring of the ongoing flow of action and ongoing adjustments to fit successive contributions to the emerging and jointly negotiated understanding of the occasion. This organizing work is not exclusively locally produced, but draws on various structuring resources, such as material and symbolic artifacts, that are brought into local action from elsewhere and that can become consequential at other places and at other times. This general perspective, the authors believe, captures the commitments of many researchers who work with a view of human action, and of learning, as socially, culturally, and historically located. (Contains 2 notes.) |
| Abstractor: | ERIC |
| Number of References: | 34 |
| Entry Date: | 2010 |
| Access URL: | https://nsse-chicago.org/Yearbooks.asp |
| Accession Number: | EJ903544 |
| Database: | ERIC |
| Abstract: | In this chapter, the authors argue for a perspective on learning as the organizing of access to valued social futures. Why think of learning in terms of organizing? Such a perspective, they believe, follows from a particular view of the human sciences, one that sees people as always engaged in organizing, collectively, the conditions for and meaning of their actions. This is an inherently value-laden process that requires reflexive monitoring of the ongoing flow of action and ongoing adjustments to fit successive contributions to the emerging and jointly negotiated understanding of the occasion. This organizing work is not exclusively locally produced, but draws on various structuring resources, such as material and symbolic artifacts, that are brought into local action from elsewhere and that can become consequential at other places and at other times. This general perspective, the authors believe, captures the commitments of many researchers who work with a view of human action, and of learning, as socially, culturally, and historically located. (Contains 2 notes.) |
|---|---|
| ISSN: | 0077-5762 |
