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Rethinking Contexts for Learning and Teaching

Communities, Activites and Networks

Edited by Richard Edwards, Gert Biesta, Mary Thorpe

Published February 6th 2009 by Routledge – 180 pages

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Description

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses

    • What constitutes a context for learning?

    • How do we engage the full resources of learners for learning?

    • What are the relationships between different learning contexts?

    • What forms of teaching can most effectively mobilise learning across contexts?

    • How do we methodologically and theoretically conceptualise contexts for learning?

Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.

Author Bio

Richard Edwards is Professor of Education at the The Stirling Institute of Education, University of Stirling, UK.

Gert Biesta is Professor of Education at The Stirling Institute of Education, University of Stirling, UK and Visiting Professor at Örebro University and Mälardalen University, Sweden.

Mary Thorpe is Professor of Educational Technology in the Open University Institute of Educational Technology, UK.

Name: Rethinking Contexts for Learning and Teaching: Communities, Activites and Networks (Paperback) – Routledge 
Description: Edited by Richard Edwards, Gert Biesta, Mary Thorpe. Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking...
Categories: Adult Education and Lifelong Learning, Education Studies, Philosophy of Education