BOYLAN, M. (2010). Ecologies of participation in school classrooms. Teaching and teacher education, 26 (1), 61-70.
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The concept of legitimate peripheral participation was developed by considering informal learning contexts. However, its applicability to school classrooms is problematic. This is particularly so when teacher centred and decontextualised procedural practices predominate as they do in usual school mathematics classrooms. Different meanings of participation in community of practice theory are identified. The applicability of legitimate peripheral participation to school mathematics classrooms is critiqued by considering: the nature of social practice, learning relationships, power, agency, and identity. Different forms of participation in school mathematics are discussed and the concept of ecologies of participation is proposed as a means to understand the complexity and multidimensionality of participation in both formal and informal learning contexts.
|Additional Information:||The final version of this paper has been published in Teaching and teacher education, 26(1), 61-70 © Elsevier|
|Uncontrolled Keywords:||community of practice, participation, classroom practice, school mathematics, situated learning|
|Research Institute, Centre or Group:||Sheffield Institute of Education|
|Depositing User:||Mark Boylan|
|Date Deposited:||08 Sep 2010 17:11|
|Last Modified:||17 Apr 2015 11:53|
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