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Positioning, Situated Learning, and Identity Formation

Scholars who study human learning from different traditions tend to focus on different core phenomena and kinds of influences. In a sociocultural historical tradition, learning is theorized as an interaction, a participatory action. In this view of learning, the learner's identities and positioning (by self and others) within learning environments, influences the learning interactions in any given moment and ultimately the learning pathways that can occur across longer timescales. This entry examines a sociocultural historical view of learning and the relationship between learning, identity, and positioning.

Situated Learning

Many people automatically associate learning with teaching and schooling, which frames learning as a formal, academic pursuit. A broader view of learning subscribes to the idea that people learn across the range of contexts they frequent. In this view, ...

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