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Learning as social practice : beyond education as an individual enterprise
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  • E
Title Statement
  • Learning as social practice : beyond education as an individual enterprise
Publication, Distribution, etc. (Imprint)
  • Routledge, London ; New York : 2021
  • 2021
  • Språk: Engelska.
Dewey Decimal Classification Number
SAB Classification Code
Physical Description
  • xxiii, 173 sidor illustrations (black and white) 24 cm.
Series Statement
Bibliography, etc. Note
  • Includes bibliographical references and index.
Subject - Topical Term
Additional Physical Form Entry
  • ebook version : ISBN 9781000382099
ISBN
  • 9780367688257
  • 9780367688240
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  • 0 (0)
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*24510$aLearning as social practice :$bbeyond education as an individual enterprise /$cedited by Gunther Kress, Staffan Selander, Roger Säljö and Christoph Wulf.
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*4900 $aFoundations and futures of education
*504  $aIncludes bibliographical references and index.
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*650 7$aKritisk pedagogik$0https://id.kb.se/term/sao/Kritisk%20pedagogik$2sao
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*650 0$aEducational sociology.
*650 0$aKnowledge, Sociology of.
*650 0$aCritical pedagogy.
*650 0$aLearning$xSocial aspects.
*650 7$aInlärning$xsociala aspekter$2sao
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*650 0$aEducational sociology
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This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.

Contributing authors consider the theoretical question of how to understand educational systems, learning and social communication as historically situated practices. The chapters in this book analyze key working practices including:

analyzing what learning, remembering and cognitive work is like in a practice involving different kinds of expertise; problem-solving and engaging through collaboration; learning and teaching in different formal, semi- and non-formal environments; a design-theoretic approach to learning ; social semiotic perspectives on learning; the mimetic and ritual dimension of learning; how social learning can be organized to support students; how learning has been conceptualized in psychology and neighbouring research areas.

This book will be of great interest to students and researchers interested in learning and meaning-making, multimodal representations and communication, designs for learning, education and teaching, and social achievement in different formal and non-formal contexts.

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