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This article was downloaded by: [University of North Texas] On: 10 October 2014, At: 00:47 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK International Journal of Lifelong Education Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/tled20 Rethinking Contexts for Learning and Teaching: Communities, activities and networks Geraldine Haynes a a City of Bristol College , Bristol, UK Published online: 17 Mar 2011. To cite this article: Geraldine Haynes (2011) Rethinking Contexts for Learning and Teaching: Communities, activities and networks, International Journal of Lifelong Education, 30:2, 278-279, DOI: 10.1080/02601370.2011.555620 To link to this article: http://dx.doi.org/10.1080/02601370.2011.555620 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms- and-conditions

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Page 1: Rethinking Contexts for Learning and Teaching: Communities, activities and networks

This article was downloaded by: [University of North Texas]On: 10 October 2014, At: 00:47Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registeredoffice: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

International Journal of LifelongEducationPublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/tled20

Rethinking Contexts for Learning andTeaching: Communities, activities andnetworksGeraldine Haynes aa City of Bristol College , Bristol, UKPublished online: 17 Mar 2011.

To cite this article: Geraldine Haynes (2011) Rethinking Contexts for Learning and Teaching:Communities, activities and networks, International Journal of Lifelong Education, 30:2, 278-279,DOI: 10.1080/02601370.2011.555620

To link to this article: http://dx.doi.org/10.1080/02601370.2011.555620

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the“Content”) contained in the publications on our platform. However, Taylor & Francis,our agents, and our licensors make no representations or warranties whatsoever as tothe accuracy, completeness, or suitability for any purpose of the Content. Any opinionsand views expressed in this publication are the opinions and views of the authors,and are not the views of or endorsed by Taylor & Francis. The accuracy of the Contentshould not be relied upon and should be independently verified with primary sourcesof information. Taylor and Francis shall not be liable for any losses, actions, claims,proceedings, demands, costs, expenses, damages, and other liabilities whatsoeveror howsoever caused arising directly or indirectly in connection with, in relation to orarising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Anysubstantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Rethinking Contexts for Learning and Teaching: Communities, activities and networks

278 BOOK REVIEWS

FRANK, A. (1995). The Wounded Storyteller: Body,illness and ethics (Chicago:. University ofChicago Press).

TUCKMAN, B.W. (1985) Development sequence insmall groups. Psychological Bulletin, 63(6),384–399.

Helen OwtonUniversity of Exeter, UK© 2011, Helen Owton

DOI: 10.1080/02601370.2011.555618

Rethinking Contexts for Learning andTeaching: Communities, activities andnetworksEdited by R. EDWARDS, G. BIESTA andM. THORPE (Routledge, Abingdon,2009), 177 pp., £24.99 (pbk), ISBN 978-0-415-46776-6, £80.00 (hbk), ISBN 978-0415467759

This book presents analysis of findingsfrom a number of researchers participat-ing in the Economic and Social ResearchCouncil’s (ESRC) Teaching and Learn-ing Research Programme (TRLP). Themain focus of TRLP is educationresearch for the improvement of teach-ing and learning. The book is furthersupported by the website (http://www.trlp.org) which illustrates theProgramme’s work from 1999 to 2009.

The book looks in particular atcontexts for learning and teaching.Comprising of 12 chapters from 17contributors, including the editors, allinvolved in lifelong learning asresearchers, practitioners or advisors,the research findings put context intoperspective.

The introduction, ‘Life as a learningcontext’, sets the tone for the rest of thebook. Whilst acknowledging that thereare more questions than answers, thefollowing three questions are posed:

1. What are the assumptions aboutlearning and context underpin-ning pedagogical practices?

2. What are the pedagogical implica-tions of understanding learningand context in particular ways?

3. How can we best understandlearning and context in order tomobilise learners’ resources andrelationships across domains andshould we? (10)

The book is divided into three parts.Part I, ‘Conceptualizing contexts oflearning’, engages with notionalconcepts. In ‘Texts in contexts—Theorizing learning by looking at genreand activity’, Russell considers new liter-acy studies and examines a range ofmodels, including cultural–historicalactivity theory, in relation to texts.Theoretical dialogue is supported bypractical research findings as Russell‘suggest(s) the importance and useful-ness of literacy approaches of theoriz-ing context in post-compulsoryeducation’ (28).

In ‘Contexts of teaching andlearning—An actor–network view of theclassroom’, Fox considers how ActorNetwork theory (ANT) ‘inform(s) ourunderstanding of learning and teach-ing’ (31). He goes on to explore ANTthrough a series of examples thatprovide graphic illustrations. In ‘Beyondmutual constitution—Looking at learn-ing and context from the perspective ofcomplexity theory’, Haggis considersthe meaning of learning and challengescurrent thinking, through an ‘explora-tion of “difference”’ (58).

Biesta’s chapter is a particularlyinteresting read. ‘Pragmatism’s contri-bution to understanding learning-in-context’ explores Dewey’s philosophyof action and transactional theory ofknowing to conclude that ‘organizing acontext of learning means creatingopportunities for participation inparticular practices’ (71).

Part II, ‘Cases of learning andcontext’ discusses a variety of learning

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Page 3: Rethinking Contexts for Learning and Teaching: Communities, activities and networks

BOOK REVIEWS 279

contexts through case studies whichcompliment the theoretical frameworksdiscussed in the first part of the book.The practical examples here, togetherwith astute links between theory andpractice that dissect the rhetoricsurrounding lifelong learning will makethis section of the book particularlyrelevant to practitioners.

In ‘The textual mediation of learn-ing in college contexts’ Satchwell andIvani consider ‘literacy practices fromFurther Education college students’everyday lives in the UK being broughtto bear in a formal education context’(77). In doing so they refer to the Liter-acies for Learning in Further Education(LfLFE) project and analyse the find-ings in depth, which demonstrate therole textuality plays across the sector.This will be recognised by FurtherEducation practitioners who strive toresolve the misconception by manystudents that practical curricula will notinvolve significant amounts of readingand writing.

Included in Jewitt’s chapter ‘Mediat-ing contexts in classroom practices’ is afascinating account of an innovativeand dynamic approach to ‘Macbeth’adopted in an inner London school,that kept students motivated in a topicthat is so often disregarded by studentsas insuperable.

‘Worlds within worlds—the relationaldance between context and learning inthe workplace’, sees Unwin et al. arguefor ‘a more holistic approach to theconceptualization and exploration oflearning in the workplace’ (115). Again,useful and relevant examples are givenwhich will enable the reader to not onlydraw their own conclusions on thedebate, but also to use strategies show-cased within their own contexts.

In ‘Technology-mediated learningcontexts’ Thorpe challenges theassumption that ‘there is a context thatexists prior to the use of technology,

and that this context is what we mediatein order for learning to be enabled inthe virtual environment’ (119). Sheargues that with the use of technologycomplex contexts develop, and goes onto explore how these can be effectivelymanipulated to support learning.

Finally, in ‘The boundaries aredifferent out here’ Crossan andGallagher examine ‘Learning relation-ships in community-based furthereducation’ through the analysis of threestudies which again offers an interest-ing basis for further debate.

Part II, ‘Inferences for learning andcontext’ contemplates the implicationsof findings discussed in the earlierchapters in relation to both pedagogi-cal practice and further research. Ques-tions are answered but as might beexpected in such a dynamic arena, newquestions arise.

This is a fascinating book thatencourages further debate and will beenjoyed by practitioners, researchersand other interested parties in the fieldof lifelong learning.

Geraldine HaynesCity of Bristol College, Bristol, UK

© 2011, Geraldine HaynesDOI: 10.1080/02601370.2011.555620

Philosophy with Teenagers: Nurturing amoral imagination for the 21st centuryBy PATRICIA HANNAM and EUGENIO

ECHEVERRIA, with a foreword by ANN

MARGARET SHARP (Network Contin-uum, London, 2009), 208 pp., £19.99(pbk), ISBN 978-1-85539-466-7

This book is a recent addition to arapidly growing literature on the suit-ability of philosophical enquiry as aframework for an effective personaland social education curriculum forschools and as a pedagogy enablinglearning through reflective enquiry

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