
Learning as Social Practice
Beyond Education as an Individual Enterprise
Routledge (Publisher)
1st Edition
Published on 19. May 2021
Book
Paperback/Softback
174 pages
978-0-367-68825-7 (ISBN)
Description
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.
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.
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Illustrations
14 s/w Photographien bzw. Rasterbilder, 2 s/w Zeichnungen, 2 s/w Tabellen, 16 s/w Abbildungen
2 Tables, black and white; 2 Line drawings, black and white; 14 Halftones, black and white; 16 Illustrations, black and white
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 11 mm
Weight
313 gr
ISBN-13
978-0-367-68825-7 (9780367688257)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions

Gunther Kress | Staffan Selander | Roger Saeljoe
Learning as Social Practice
Beyond Education as an Individual Enterprise
Book
05/2021
1st Edition
Routledge
€206.10
Shipment within 15-20 days

Gunther Kress | Staffan Selander | Roger Saeljoe
Learning as Social Practice
Beyond Education as an Individual Enterprise
E-Book
05/2021
1st Edition
Routledge
€51.49
Available for download

Gunther Kress | Staffan Selander | Roger Saeljoe
Learning as Social Practice
Beyond Education as an Individual Enterprise
E-Book
05/2021
1st Edition
Routledge
€51.49
Available for download
Persons
Gunther Kress (1940-2019) was Professor of Semiotics and Education at UCL Institute of Education, UK.
Staffan Selander is Professor Emeritus in Education at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden.
Roger Saeljoe is Honorary Doctor at the University of Turku, Finland and the University of Agder, Norway and Honorary Professor at the University of Bath, UK.
Christoph Wulf is Professor of Anthropology and Education at Freie Universitaet Berlin, Germany.
Staffan Selander is Professor Emeritus in Education at the Department of Computer and Systems Sciences (DSV) at Stockholm University, Sweden.
Roger Saeljoe is Honorary Doctor at the University of Turku, Finland and the University of Agder, Norway and Honorary Professor at the University of Bath, UK.
Christoph Wulf is Professor of Anthropology and Education at Freie Universitaet Berlin, Germany.
Editor
Institute of Education, University of London, UK
Stockholm University, Sweden
University of Bath, UK
Freie Universitaet Berlin, Germany
Content
In memoriam Gunther Rudolf Kress (1940-2019) Introduction: the social significance of learning 1. Our business is problem-solving: learning, remembering and inscriptions at the it helpdesk 2. Designs for learning - designs in learning 3. A social semiotic perspective on learning: transformative engagement in a changing world 4. Learning as a performative social process. Mimesis, ritual, materiality, and subjectivation 5. The conceptualization of learning in learning research