Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/119
Title: Situated Learning, Situated Knowledge: Situating Racialization, Colonialism, and Patriarchy Within Communities of Practice
Authors: Curnow, Joe
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Curnow, J. (2016). Situated Learning, Situated Knowledge: Situating Racialization, Colonialism, and Patriarchy Within Communities of Practice In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: This paper brings feminist theories of situated knowledge into theorizations of situated learning, arguing that racialization, colonialism, and patriarchy shape members’ experiences of communities of practice. I argue that situated learning must accommodate standpoint epistemologies in order to theorize learning from the margins. Using an environmental activist group, I demonstrate how modes of full participation can be highly racialized, colonial, and gendered in ways that inhibit women and people of colour from being recognized as full participants. Video data from activist actions shows that dominant practices are rooted in standpoints and that the social locations of participants shape their learning, ability, and willingness to participate in racialized, colonial, and gendered modes of participation.
URI: https://repository.isls.org/handle/1/119
https://dx.doi.org/10.22318/icls2016.30
Appears in Collections:ICLS 2016

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