Jean Lave is a social anthropologist who theorizes learning as changing participation in on-going changing practice, and her lifework challenges conventional theories of learning and education. She is named as the originator, together with Etienne Wenger, of situated learning, a theory that explains an individual's acquisition of professional skills and studies how legitimate peripheral participation leads to membership in a community of practice. The concept of a community of practice was first proposed by Lave and Wenger in their 1991 book Situated Learning.
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Theories and Approaches Developed
Source Wikipedia: Community of Practice
Source Educational anthropology, Wikipedia
Source Wikipedia: Situated Cognition
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Wikipedia: Jean Lave
In Group: Social, Sociocultural and Situated Learning Researchers, LeadQuote, In Group: Social, Sociocultural and Situated Learning Researchers, Lead
Jean Lave is a social anthropologist who theorizes learning as changing participation in on-going changing practice.
Educational anthropology, Wikipedia
Theories and Approaches Developed: Educational AnthropologyQuote, Theories and Approaches Developed: Educational Anthropology
Educational anthropology is largely associated with the pioneering work of Margaret Mead and later, George Spindler, Solon Kimball, Dell Hymes, and Jean Lave.
Wikipedia: Community of Practice
Wikimedia FoundationTheories and Approaches Developed: Community of Practice, LeadQuote, Theories and Approaches Developed: Community of Practice, Lead
The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning.
Wikipedia: Situated Cognition
Wikimedia FoundationTheories and Approaches Developed: Situated Cognition, sections of the articleQuote, Theories and Approaches Developed: Situated Cognition, sections of the article
Legitimate peripheral participation was central to Lave and Wenger's take on situated cognition (referred to as "situated activity") because it introduced socio-cultural and historical realizations of power and access to the way thinking and knowing are legitimated.
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