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From a number of sources there has developed
increasing interest in learning as a lifelong and lifewide process.
This has expanded the domains in wh ich learning is now a concern
for practitioners and the range of people who might be considered
to have an educational role. It has also raised questions about
the relationships between learning in these different domains and
how to mobilise the full resources of learners within specific sites.
This situation poses questions on how to conceptualise a learning
context. Once we look beyond the context of conventional sites for
learning, allowing 'context' to be extended into the dimension of
relationships between individual learners and variously defined
others, then the limitations of conventional pedagogy come into
sharp focus. In a range of domains, concepts of communities, networks
and activity systems have come to the fore to help frame out understanding
of pedagogy. How such framings constitute a learning context and
their implications for learning and teaching across the lifecourse
will represent a major theme across the seminars. This seminar series
then, aims to develop methodologically and theoretically the understanding
of the relationships between learning and context. Its objectives
are to draw in participants from the research, practice and policy
domains from across sectors and disciplines to:
- explore the practices by which we attempt to mobilise the full
resources of learners
- examine the relationships between cultures of learning across domains
- explore the implications for context of learning relationships and careers
- explore reflexively an ESRC Seminar Series as a context for learning itself.
We plan to synthesis existing
evidence from across the Programme and elsewhere, thereby contributing
primarily to thematic development in the area of Analysing Contexts
for Learning but also to the themes on Domain-specific
Learning and Teaching and The Contemporary Development
of Pedagogy .
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