Let's get beyond community and practice: the many meanings of learning by participating

By Anne Edwards *. 2005

246 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/f8feebd0034d13525326b241ed10366fa1021e49

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. R. Fisher
2. R. Warhurst
3. J. Cullen
4. Helen Hedges
5. G. Stobart
6. B. Crossouard
7. J. Pryor
8. C. Gipps

In Human Factors and Ergonomics

1. Helen Hedges
2. R. Fisher
3. R. Warhurst
4. B. Crossouard
5. J. Pryor
6. G. Stobart
7. J. Cullen
8. C. Gipps

Citations in the corpus

• “We Really Felt Part of Something”: Participatory learning among peers within a university teaching‐development community of practice (2006, background): “However, while participatory conceptualisations in general are still emerging as theoretical tools (see Edwards, 2005 ), an interrelated set of concepts for understanding learning in practice contexts have developed within situated learning theory.”
• Fairness in Assessment (2009, background): “Such an approach brings the student into a more active role in the learning process and helps to build self-evaluation and meta-cognitive skills and is thus good learning practice (Black & Wiliam, 2006; Edwards, 2005; Pryor & Crossouard, 2008).”
• Relational Agency in Professional Practice: A CHAT Analysis (2007, background): “One way of explaining the evolution of sociocultural and activity theory is to examine their different starting points (Chaiklin, 200 a; Edwards, 2005; Engeström, 999).”
• Dialogic teaching: developing thinking and metacognition through philosophical discussion (2007, background): “These are dominated by teacher talk and one‐sided discussion is characterised by what Edwards ( 2005 ; Edwards & Westgate, 1994 ) calls ‘unequal communicative rights’.”
• Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities (2007, unknown): “…flow of activity that connects individuals to the world around them and to themselves’ (Stetsenko & Arievitch, 2004, p. 488), this question helps us to maintain the emphasis on the interaction between ‘individual mind and collective action’ (Edwards, 2005b, p. 170) that lies at the heart of CHAT.”
• Participatory learning theories: a framework for early childhood pedagogy (2012, background): “historical activity theory, commonly known by its acronym CHAT (Roth & Lee, 2007); and cultural-historical theory (Hedegaard & Fleer, 2008). Further, Rogoff’s (1998) discussion differentiating social-constructivist from social influence theories has had a bearing on our argument. In addition, some w”
• A socio‐cultural theorisation of formative assessment (2008, background): “While recognising the value of Black and Wiliam’s ( 1998 ) review and subsequent work for raising awareness of the inadequacy of our models of teaching, learning and assessment, like Edwards ( 2005 ), we sense the importance of a ‘discursive shift’ enabling a move from a notion of learning as primar”