Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning
Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning
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DOI：
10.1080/0141192052000310029
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发表时间：
2005-02-01
影响因子：
2.3
通讯作者：
Unwin, L
中科院分区：
文献类型：
--
作者：
Fuller, A;Hodkinson, H;Unwin, L
本文探讨了拉夫和温格的“合法外围参与”概念作为理解工作场所学习的一种手段的优点和缺点。它借鉴了作者最近由 ESRC 资助的对英国当代工作场所环境（制造业和中学）的研究，以确定 Lave 和 Wenger 的理论能够在多大程度上充分阐明工作中学习的性质和过程。这里提出的新研究位于复杂的机构环境中，强调了参与模式和形式的多样性。案例研究证据用于识别支撑和阐明员工学习方式的个人和背景因素。该论文认为，虽然拉夫和温格的工作继续为工作中学习的研究提供理论见解和灵感的重要来源，但它也有很大的局限性。这些局限性与他们的观点应用于先进工业社会的当代工作场所以及人们工作的制度环境有关。这些复杂的环境在配置员工遇到的学习机会和障碍方面发挥着至关重要的作用。
This article explores the strengths and weaknesses of Lave and Wenger's concept of 'legitimate peripheral participation' as a means of understanding workplace learning. It draws on recent ESRC-funded research by the authors in contemporary workplace settings in the UK (manufacturing industry and secondary schools) to establish the extent to which Lave and Wenger's theories can adequately illuminate the nature and process of learning at work. The new research presented here, which was located in complex institutional settings, highlights the diverse nature of patterns and forms of participation. Case study evidence is used to identify individual and contextual factors which underpin and illuminate the ways in which employees learn. The paper argues that whilst Lave and Wenger's work continues to provide an important source of theoretical insight and inspiration for research in to learning at work, it has significant limitations. These limitations relate to the application of their perspective to contemporary workplaces in advanced industrial societies and to the institutional environments in which people work. These complex settings play a crucial role in the configuration of opportunities and barriers to learning that employees encounter.