Social (un-)learning and the legitimization of marginalized knowledge: How a new community of practice tries to ‘kick the grain habit’ in ruminant livestock farming
Social (un-)learning and the legitimization of marginalized knowledge: How a new community of practice tries to ‘kick the grain habit’ in ruminant livestock farming
复制标题
社会（非）学习和残缺知识的合法化：新的实践社区如何试图在反刍畜牧业中“戒掉谷物习惯”
DOI：
10.1016/j.jrurstud.2020.08.036
复制
发表时间：
2020
影响因子：
5.1
通讯作者：
T. Vetter
中科院分区：
文献类型：
--
作者：
T. Vetter
本文介绍了牧草饲养牲畜协会（PFLA）的定性案例研究分析，该协会试图通过推广和认证纯牧草饲养生产系统来“戒除反刍动物养殖中的谷物习惯”。从社会学习的角度来看，文章首先追溯了这个协会是如何成为一个新的、独特的实践社区（CoP）的。这需要参与形成一个联合企业的过程，允许其成员之间相互参与的空间，以及随着时间的推移建立的共享曲目。因此，本文借鉴了Jean Lave和Etienne Wenger（1991）对实践社区概念化的三个关键特征，实践社区因提供学习和知识管理的有效论坛以及促进创新而得到广泛认可。更准确地说，本文与早期在农业食品研究中引用这一概念的作品联系在一起，并特别寻求为围绕这些社区内共享的知识形式及其成员促进社会学习的互动方式提出的辩论做出贡献。其次，与这一理论框架直接相关的是，本文试图完善对社会学习的理解。虽然这仍然主要与获得新知识、技能或技术有关，但本文主张辩证的观点，它同样关注人们如何打破过去的做法。换句话说，这篇论文强调了遗忘在PFLA等新的cop中所起的作用。最后，本文探讨了随着社区的成熟而形成的更广泛的知识网络，并寻求在其自身边界之外传播其知识并使其合法化。本案例研究的经验材料将有助于为有关新的缔约方会议在将边缘化的做法、知识和产品引入人们的思想和市场方面可能发挥的作用的辩论提供信息。
This paper presents a qualitative case study analysis of the Pasture-Fed Livestock Association (PFLA), which seeks to ‘kick the grain habit’ in ruminant farming by promoting and certifying purely pasture-fed production systems. Reading through a social learning perspective, the article first traces back how this association has become established as a new and distinct community of practice (CoP). This entails attending to the process of forming ajoint enterprise, the spaces that allow formutual engagementbetween its members, and theshared repertoirethat has been built over time. Thus, the paper draws on the three key characteristics of Jean Lave and Etienne Wenger's (1991) conceptualization of communities of practice, which have become widely recognized for providing effective fora for learning and knowledge management, as well as for spurring innovations. More precisely, the paper connects with earlier works invoking this concept within agri-food studies and specifically seeks to contribute to the debates raised around the forms of knowledge that are shared within such communities and their members' means of interaction that facilitate social learning. Secondly, and in direct relation to this theoretical framing, the paper makes an attempt to refine understandings of social learning. While this remains predominately associated with the acquisition of new knowledge, skills or technologies, the paper argues for a dialectical perspective, which pays equal attention to how people break with past practices. In other words, the paper highlights the role that unlearning plays within new CoPs such as the PFLA. Lastly, the paper explores the wider knowledge networks that are forged as the community matures and seeks to disseminate and legitimize its knowledge beyond its own boundaries. The empirical material of this case study will be useful to inform debates about the potential role that new CoPs can play in bringing marginalized practices, knowledges, and products to peoples' minds and markets.
有机农民的社会学习和实践社区框架的应用
DOI：
10.1080/1389224x.2011.536362
发表时间：
2011
期刊：
The Journal of Agricultural Education and Extension
影响因子：
--
作者：
Morgan S
通讯作者：
Morgan S
影响因子：
7.1
作者：
Klerkx, Laurens;Proctor, Amy
通讯作者：
Proctor, Amy