Reframing Learning

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Illustrations
	Figures
	Tables
Acknowledgements
Chapter 1: Learning for living in everyday life
	Why another book on learning?
		Why another theory of learning in a field that has been well theorised for centuries?
	Outline of the book
	What is learning for?
	What is learning?
		An example: Keisha1 learning to ride a bike (snapshot)
	Learning is ubiquitous
	Conclusion: Reframing the process of learning
	Notes
	References
Chapter 2: Learning in practice
	Everyday life
	Site ontological theories
	Practices
	Practice architectures
	A definition of practice
		An example: School transformation through a theory of practice architectures lens
	Practices happen
	Ecologies of practices
		An example: Practising gardening differently
	Reframing learning: Practices and practice architectures
	Conclusion: Everyday life, practices, and learning
	Notes
	References
Chapter 3: Reframing learning as coming to practise differently
	Two views of learning
		The conventional view of learning: The acquisition of knowledge
		Learning as being initiated into practices
		Learning as coming to practise differently
		Learning as improvisation: Ensembles of participants coming to practise differently
		An example: Ensembles of participants in a game of football
		An example: Ensembles of participants coming to practise differently with the emergence of digital news outlets
	Learning as a social process: Distributed learning in ensembles of participants
		A societist perspective on learning
		An example: Noah joins the beach volleyball team
	Learning as an historical process
		An example: Apprentice carpenter Henry learning on the job
	Learning as a material process
		An example: The world learns about COVID-19
	Learning as ecological
		A cautionary note on ecologies and learning amidst ecological change
		An example: Henry learning on the job, in a living world
	Learning: Changing practices, sites, histories, and lives
		An example: Learning to dance the Tango
	Conclusion: Reframing learning as a dynamic, responsive process
	Notes
	References
Chapter 4: Learning is situated
	Learning as ontological transformation
	Reframing situated learning
		Learning is situated in lives, in learners’ practical knowing
		Learning is entangled with arrangements in sites
		An example: Jorge and Juliet learn to dance the Tango
		Learning is situated in histories: Ontological transformations of learners and their worlds
		Learning is situated in ensembles of participants
	Learning as coming to practise differently: Keisha learning to ride a bike
		Practices
		Sites
		Histories
		Lives
		The interrelationships between all of these things
	People’s learning is supported by the worlds around them
	Conclusion: Learning is always situated in practices, things, histories, and lives
	Notes
	References
Chapter 5: Learning: Implications for theory, practice, and education
	Implications for theory
	Implications for research: Learning ethnographies
	Implications for educational practice
		Curricula of practices
		An example: Astronomy: Curricula of knowledges versus curricula of practices
		Non-alienated and disalienating learning in education settings
	Conclusions: Learning and living
	Notes
	References
Index