If the body of knowledge of a profession is a living landscape of practice, then our personal experience of learning can be thought of as a journey through this landscape. Within Learning in Landscapes of Practice, this metaphor is further developed in order to start an important conversation about the nature of practice knowledge, identity and the experience of practitioners and their learning. In doing so, this book is a pioneering and timely exploration of the future of professional development and higher education.
The book combines a strong theoretical perspective grounded in social learning theories with stories from a broad range of contributors who occupy different locations in their own landscapes of practice. These narratives locate the book within different contemporary concerns such as social media, multi-agency, multi-disciplinary and multi-national partnerships, and the integration of academic study and workplace practice.
Both scholarly, in the sense that it builds on prior research to extend and locate the concept of landscapes of practice, and practical because of the way in which it draws on multiple voices from different landscapes. Learning in Landscapes of Practice will be of particular relevance to people concerned with the design of professional or vocational learning. It will also be a valuable resource for students engaged in higher education courses with work-based elements.
Table of Contents
An Invitation to Conversation Part I: Theory 1. Learning in a Landscape of Practice Part II: Stories from the Landscape 2. Failure and Resilience at Boundaries: The Emotional Process of Identity Work 3. Students at the Academic-Workplace Boundary: Tourists and Sojourners in Practice-Based Education 4. Multimembership and Identification 5. Brokering Boundary Encounters Part III: Convening 6. Sytems Conveners in Complex Landscapes 7. Habiforum: Convening Stakeholders to Reinvent Spatial Planning 8. The Idea Partnership: Convening Learning Partnerships in the Compex Landscape of Special Education Part IV: Conclusions, and an Invitation to a Continued Conversation 9. Challenges for Practice-based Education
Etienne Wenger-Trayner is an independent author, practitioner, and thought leader in the field of social learning theory and its application in various sectors.
Mark Fenton-O'Creevy is Associate Dean and Professor of Organizational Behaviour at the Open University Business School, UK. He is a National Teaching Fellow and a Senior Fellow of the Higher Education Academy.
Steven Hutchinson is Associate Dean in the Faculty of Education and Language Studies at the Open University. He has been a secondary school music teacher and Director of the Open University’s programme in Initial Teacher Education.
Chris Kubiak originally trained as a community psychologist. He is currently a lecturer in the Faculty of Health and Social Care at the Open University, UK.
Beverly Wenger-Trayner is a learning theorist and consultant working with systems conveners in complex settings.