In this project we analyze and discuss how participation becomes learning at the course Crossing Borders - a course for international students who want to learn global awareness and global citizenship. It takes place on a Danish folk high school where the students also live while the course runs. Our project is empirical and is framed within a two theoretical perspectives on participation and learning. The main theory being Etienne Wenger’s theory on social learning where participation is understood as membership in communities of practice. As both supplement and a point of discussion, Ole Dreier’s view on personal participation is included. Both have a focus on learning, participation and practice. In the analysis we concluded that both the course in itself and the folk high school can be viewed as communities of practice. As such, the learning happens through participatory processes on the negotiation of meaning. The course as a community of practice happens, we have argued, through mutual engagement in the pursuit of a mutual goal; to learn the tools to change the world. We see the course as a community of practice thereby that they have the mutual and negotiated understandings of ‘being foreign together’, together with English being the mutual language at the course. Participation is for the participants also connected to personal experiences and understandings including culture and nationality, which is a big part of their understanding of “us” as participants and community. The students’ participation as well as learning is not a process that is limited to the classroom, but is something that happens in different practices across communities. Through their new understandings of practices and themselves as members of communities of practice where actions become meaningful in the pursuit of the goal, they learn. The understandings of themselves and their part in the world that the learn through their participation in course and on the school, become point of views where future participations are seen. In an analyzing discussion we take up empirical examples that are not easily understood through our theoretical understandings of participation, and ask: how can participation be understood when not understood through engagement in a movement towards a common learning goal? What happens when practice is not a meaningful practice, and what role does power play on participation and learning? In a discussion we ask: are the participations negotiated on the course possible as future participations? At last we critique our use of Wenger, Dreier and our own role. This critique of the project in its total calls for a final perspective on what our knowledge can say, and how the course Crossing Borders, social learning and our project can be seen as relevant.
|Uddannelser||Psykologi, (Bachelor/kandidatuddannelse) Bachelor el. kandidat|
|Udgivelsesdato||16 dec. 2013|
- Etienne Wenger
- Ole Dreier