Etienne Wenger-Trayner, Mark Fenton-O’Creevy, Steven Hutchinson (eds): LEARNING IN LANDSCAPES OF PRACTICE: BOUNDARIES, IDENTITY, AND KNOWLEDGEABILITY IN PRACTICE-BASED LEARNING. Routledge, 2015.

  • Janne Kontio Uppsala University, Sweden
Keywords: Book review

Abstract

No abstract available.

References

Colley, H., James, D., Tedder, M. & Diment, K. (2003). Learning as becoming in vocational education and training: Class, gender and the role of vocational habitus. Journal of
Vocational Education and Training
. 55:4, 471 – 498. doi: 10.1080/13636820300200240


Hodkinson, P. & Hodkinson, H. (2004). ”A constructive critique of communities of practice: moving beyond Lave and Wenger”, OVAL Research, [Sydney]. paper presented at the
OVAL Research Seminar.


Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation.
Cambridge: Cambridge University Press. doi: 10.1017/CBO9780511815355


Willis. P. (1977). Learning to labour: How working class lads ger workingclass jobs. New York: Columbia University Press.


Wenger, E. (1998). Communities of Practice: Learning, meaning, and identity. Cambridge: Cambridge, University Press. doi: 10.1017/CBO9780511803932


Wenger, E. (2007). Communities of Practice: A new approach to solving complex educational problems. in Cashman, J., Linehan, P., & Rosser, M. National Association of State Directors of Special Education, x-xi. Alexandria, VA.

Published
2015-02-16
How to Cite
Kontio, J. (2015). Etienne Wenger-Trayner, Mark Fenton-O’Creevy, Steven Hutchinson (eds): LEARNING IN LANDSCAPES OF PRACTICE: BOUNDARIES, IDENTITY, AND KNOWLEDGEABILITY IN PRACTICE-BASED LEARNING. Routledge, 2015. Nordic Journal of Vocational Education and Training, 5(1), 1-7. https://doi.org/10.3384/njvet.2242-458X.15v5i1a1
Section
Book reviews