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Situated learning theory and agentic orientation: a relational sociology approach

  • Konstantinos Kakavelakis
    ,
  • Tim Edwards
Research Output:
Contribution to journal
Article
 Peer-review

Abstract

The orthodox literature on situated learning has favoured a conception of agency which is linked to habitual action and as a consequence it emphasizes learning as routinized enactment based on social cohesion. To highlight the contested nature of situated learning we draw on the case study of situated learning during organizational change and we employ a relational sociology perspective. The latter views agency as a process encompassing iterative, projective and practical evaluative dimensions which unfold in relation to the temporal and structural contexts within which situated learning is embedded. The evidence illustrates situated learning as an emergent process shaped by the diverse modes in which actors—operating in a context imbued with ambiguity—connected with a seemingly shared set of principles informing their practice.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 475-494

Journal (Volume, Issue Number)

Management Learning (Volume 43, Issue 5)

Publication milestones

  • Published - 27/12/2011

Publication status

Published - 27/12/2011

ISSN

1350-5076

Publication IDs

  • handle.net: 10547/250998
  • Scopus: 84867677816

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