8th – 9th September 2005 - organised by the Socio-cultural Interest group (ScTIG), School of Education, University of Manchester .
Conference Papers
Please note: - there have been some email delivery problems - we apologise for any inconvenience - thanks for your patience
Copyright resides with the authors listed on the paper unless otherwise stated.
Conference sessions are arranged in three strands spanning over three working sessions.
Authors and their papers have been allocated to one strand (although they sometimes touch on more than one)
At the conference, participants will be asked to select and stay with one of the three strands
Links to papers are arranged by theme below, with author, affliation and email also provided
Keynote papers: Michael Cole Etienne Wenger Harry Daniels
This strand examines how socio-cultural theory develops and works with ideas of community in relation to learning, with a particular focus on the concept of the community of practice. In the sessions we will consider the following theoretically oriented questions:
How are learner identities constituted and constrained through participation in communities – through what processes, and with what consequences?
What are the unintended consequences of the assumptions behind these frameworks?
What are the possibilities for a critical application of these frameworks in particular contexts?
This strand examines how socio-cultural theory can inform understanding of identity and disposition/subjectivities towards education and learning. In particularly, we draw on theories of identity arising from CHAT and CoP.
How do different theories theorize the construction of learner identities within socio-cultural contexts?
How are learner identities constrained or invoked by structure, and how can agency be invoked?
Why talk about learning/educational practices in terms of identity?
This strand examines how socio-cultural theory can inform understanding of transitions within and between contexts/systems/communities. We will pay particular attention to:
· the role of boundary objects in transitions between contexts;
· the role of people in transitions within and between contexts.