Ecologies of participation in school classrooms

BOYLAN, M. (2010). Ecologies of participation in school classrooms. Teaching and teacher education, 26 (1), 61-70.

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Official URL: http://dx.doi.org/10.1016/j.tate.2009.08.005
Link to published version:: 10.1016/j.tate.2009.08.005

Abstract

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.

Item Type: Article
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
Identification Number: 10.1016/j.tate.2009.08.005
Depositing User: Mark Boylan
Date Deposited: 08 Sep 2010 16:11
Last Modified: 20 Aug 2015 08:18
URI: http://shura.shu.ac.uk/id/eprint/2393

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