Re-Embedding Situatedness: The Importance of Power Relations in Learning Theory

By Alessia Contu, Hugh Willmott. Organ. Sci., 2003

811 citations recorded by the source corpus.

Subfields: Human Factors and Ergonomics, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/4b0fabca7e76156f96d836013e6c6565a818fad7

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In Human Factors and Ergonomics

In Organizational Behavior and Human Resource Management

Citations in the corpus

Measuring the learning organization culture, organizational commitment and job satisfaction in the Lebanese banking sector (2009, background): “Contu and Willmott (2003) pointed out that the learning organization failed to focus on learning situated nature.”
From hero to villain to hero: Making experience sensible through embodied narrative sensemaking (2012, neutral): “Others address more power-driven and contested aspects of sensemaking (Contu and Willmott, 2003; Tourish and Robson, 2006).”
Formal and informal interorganizational learning within strategic alliances (2008, background): “In light of the above, we undertake to investigate the effect both structure and informality has on interorganizational learning (cf. Contu and Willmott, 2003) and on each other (cf. Pak and Snell, 2003).”
The Shoemaker's Children: Using Wikis for Information Systems Teaching, Research, and Publication (2009, background): “Moreover, interpersonal learning in communities of practice occurs when participants learn to think and act within the network of co-learners ( Contu and Willmott 2003 ), and, as social capital theory predicts, members of enhanced social networks will share knowledge more readily (Nahapiet and Ghosh”
Evolution of Wenger's concept of community of practice (2009, background): “' Contu and Willmott[32] pointed out that members of a CoP usually come together to address a problem or concern, but in reality not all communities are developed with a purpose.”
Understanding Sustained Participation in Open Source Software Projects (2009, methodology): “It is difficult for a peripheral participant to participate, to learn a new practice, or to be an identified member of a community if power-relations impede or deny access to components of the community such as resources, technology, and established members [10].”
Power, Status, and Learning in Organizations (2011, background): “of photocopier technicians, Contu and Willmott (2003) highlighted ways in which technicians strategically represented and applied their knowledge of photocopier repair to avoid losing control over their work to managers who sought to limit their power. Keeping photocopiers up and running (a system-l”