Reconceptualising learning as a form of relational reflexivity
Reconceptualising learning as a form of relational reflexivity
The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer's criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the analysis to Young’s (2008) account of ‘bringing knowledge back in’. The paper uses an example from field work on participation in learning to provide concrete examples that illuminate the points being made. It argues that learning theory needs to move away from transmission and the constructivists’ ideas about education and consider the relational aspects of learning.
Learning, reflection, reflexivity, social theory
n/a
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
4 November 2013
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39
Dyke, Martin
(2013)
Reconceptualising learning as a form of relational reflexivity.
British Journal of Sociology of Education, n/a, .
(doi:10.1080/01425692.2013.843445).
Abstract
The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer's criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the analysis to Young’s (2008) account of ‘bringing knowledge back in’. The paper uses an example from field work on participation in learning to provide concrete examples that illuminate the points being made. It argues that learning theory needs to move away from transmission and the constructivists’ ideas about education and consider the relational aspects of learning.
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Published date: 4 November 2013
Keywords:
Learning, reflection, reflexivity, social theory
Organisations:
Lifelong & Work-Related Learning
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Local EPrints ID: 358590
URI: http://eprints.soton.ac.uk/id/eprint/358590
ISSN: 0142-5692
PURE UUID: f50af2f8-3372-4bc8-a872-329702d21baf
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Date deposited: 11 Oct 2013 12:59
Last modified: 14 Mar 2024 15:06
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