Towards an ethnography of learning

Reflection on action as an experience of experience 1

Datos Bibliográficos

ID20193009
AutoresMichael Schratz (0000-0001-7784-4410, Universität Innsbruck), Rob Walker (0009-0006-9108-9558, Deakin University)
Año1998
Volumen4
Número2
Páginas197-209
Fecha de publicación1998-09-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Cultures Organizations and Societies (JOURNAL)
Identificadores de la revistaISSN: 1024-5286
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10245289808523512
OpenAlexW1965262717
IdiomaEN
Referencias citadas8

In this paper we look at the educational assumptions that underlie the notion of learning from experience and at the specific circumstance of teaching (participatory) action research in the context of higher education. We take the view that ‘learning from experience’ is not merely a psychological mechanism, but a process of socialisation of its own kind. By first looking at the ‘basic understandings’ of social situations and learning cultures we draw our attention to a reassessment of the significance of trivia. Accordingly, reflection on action has to pay attention to the small things in the social situation reflected upon. In addition, we use the findings from an earlier research done into what people consider as ‘real' learning and juxtapose them to the hidden curriculum of learning situations in institutional settings such as universities. We conclude our paper by pointing to the differentiation between learning about, in and for practice

Action learning · Citizen journalism · Cooperative learning · Curriculum · Epistemology · Ethnography · Experiential learning · Learning Sciences · Participatory action research · Pedagogy · Reflective Practice · Social learning · Sociology · Teaching method · Computer Science · Global Educational Policies and Reforms · Higher Education Practises and Engagement · Innovative Education and Learning Practices · Psychology