By Hazel Johnson
This publication within the improvement concerns sequence takes a studying method of improvement, focusing the educational that occurs via improvement motion - be it intentional and based, or the end result of other different types of engagement. in regards to the s eries -- concerning the authors; Acknowledgements; 1 -- Why studying for Development?; 2 -- ways to studying for improvement; three -- Contestation and studying among a number of Stakeholders; four -- Joint studying via Similarity, distinction and Mutuality: North-South municipal partnerships; five -- altering the Self and altering the association: doing issues higher and doing them otherwise; 6 -- The demanding situations of studying via Computer-mediated verbal exchange; 7 -- The Whys and Wherefores of studying for improvement; Bibliography; Index
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Additional resources for Learning for development
We shall find examples of both kinds of process in subsequent chapters. org/>. 2 In dictionary terms, to learn is ‘to get knowledge of . . or skill in . . by study, experience or teaching’ (Shorter Oxford English Dictionary, 1965). 3 Unless indicated otherwise, this section draws on original texts by Habermas. We are, however, indebted to the pointers provided by Andrew Edgar’s Habermas: the Key Concepts (2006). 4 This point has been made by Velasco, 2009. 5 Social constructivism is closely associated with social constructionism.
Foucault researched and wrote extensive and detailed accounts of how ‘regimes of truth’ are established over time through a multiplicity of relations at and between scales – individuals, collectivities, institutions, the state and so on – that can be defined by (often shifting) relations of power (Foucault, 1980a). For example, his book Discipline and Punish (1991) traces the development of a ‘truth’ about treatment of criminals, from one of administering physical and public violence in the eighteenth century (torture, flogging, public hangings) to disciplining them and reforming them in the privacy of prisons in the nineteenth century.
7 They are generally conceived as informal rather than formal or institutional processes, although attempts to construct or promote communities of practice in recent times (rather than seeing them as emergent from particular situations) have given a rather more formal presence to them. There is however considerable debate about whether communities of practice can simply be constructed, given that they fundamentally rely on trust between participants which is built up over time. Thus although emergent (and possibly constructed) communities of practice may give rise to learning in an organizational sense, they cannot be equated with organizational learning per se.