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Institutional culture, social interaction and learning


Reference:

Daniels, H., 2012. Institutional culture, social interaction and learning. Learning, Culture and Social Interaction, 1 (1), pp. 2-11.

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    Official URL:

    http://dx.doi.org/10.1016/j.lcsi.2012.02.001

    Abstract

    This paper is concerned with the the development of a theoretical and methodological approach to the study of the cultures of institutions and the patterns of social interaction within them as they exert a formative effect on the ‘what’ and ‘how’ of learning. It does this through the development of an approach in which a dialectical relation between theoretical and empirical work draws on the strengths of the legacies of sociological and psychological sources to provide a theoretical model which is capable of descriptions at levels of delicacy which may be tailored to the needs of specific research questions. The paper provides an introduction to a model of description that may be used to study the way in which societal needs and priorities and/or curriculum formations are recontextualised within institutions such as schools. Institutional structures are analysed as historical products which themselves are subject to dynamic transformation and change as people act within and on them.

    Details

    Item Type Articles
    CreatorsDaniels, H.
    DOI10.1016/j.lcsi.2012.02.001
    DepartmentsFaculty of Humanities & Social Sciences > Education
    Publisher StatementDaniels_LCSI_2012_1_1_2.pdf: NOTICE: this is the author’s version of a work that was accepted for publication in Learning, Culture and Social Interaction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning, Culture and Social Interaction, vol 1, issue 1, 2012, DOI: 10.1016/j.lcsi.2012.02.001
    RefereedYes
    StatusPublished
    ID Code30375

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