Learning Beyond Competence to Participation

Leo Casey

doi:https://doi.org/

Original article | International Journal of Progressive Education 2013, Vol. 9(2) 45-60

Learning Beyond Competence to Participation

Leo Casey

pp. 45 - 60 | Manu. Number: ijpe.2013.021

Published online: June 15, 2013 | Number of Views: 109 | Number of Download: 372

Save PDF

Abstract

The essence of progressive education today is a view of learning centered on participation. In adulthood, the quest to participate and the quest to learn may ultimately be regarded as one and the same. Research on the learning journeys of adults undertaking a basic computer course are used to support these ideas. The participants in this study described pathways of learning directed toward useful activities rather than academic qualification or career progression. The notion of this journey as extending beyond competence to participation emerged from the analysis. Participation is a communicative process; framed by sets of assumptions on all sides. These assumptions are, in turn, influenced through participation. This paper considers the relevance of these ideas for the ubiquitous nature of everyday digital technologies and the challenges faced by people who lack the relevant competence to participate. An approach to pedagogy based on the ideals of progressive education is proposed––a shift of focus from the individual to the participant, and from competence to participation as the ultimate goal of learning.

Keywords: progressive education; digital literacy; competence; participation; learning identity; grounded theory practice.

How to Cite this Article?

APA 6th edition
Casey, L. (2013). Learning Beyond Competence to Participation . International Journal of Progressive Education, 9(2), 45-60.

Harvard
Casey, L. (2013). Learning Beyond Competence to Participation . International Journal of Progressive Education, 9(2), pp. 45-60.

Chicago 16th edition
Casey, Leo (2013). "Learning Beyond Competence to Participation ". International Journal of Progressive Education 9 (2):45-60.

References

Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89 (4), 369- 406. [Google Scholar]
Anderson, J. R. (2000). Learning and memory: An integrated approach (2nd ed.). New York: Wiley. [Google Scholar]
Barton, D. (2001). Directions for literacy research: Analysing language and social practices in a textually mediated world. Language and Education, 15(2), 92-104. [Google Scholar]
Barton, D., & Hamilton, M. (2000). Literacy practices. In D. Barton, M. Hamilton & R. Ivanic (Eds.), Situated literacies: Reading and writing in context (pp. 222). London: Routledge, Chapman & Hall. [Google Scholar]
Biggs, J. (1993). What do inventories of students' learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63(1), 3-19. [Google Scholar]
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364. [Google Scholar]
Casey, L. (2009). Pathways to Competence and Participation in the Digital World. National University of Ireland Maynooth available from http://eprints.nuim.ie/1545/. [Google Scholar]
Charmaz, K. (2006). Constructing grounded theory. London: Sage Publications. [Google Scholar]
Collins, A., Brown, J. S., & Newman, S. E. (1986). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. [Google Scholar]
Dewey, J. (1913). Interest and effort in education. Boston: Riverside. [Google Scholar]
Dewey, J. (1938). Experience and education (60th Anniversary ed.). Indianapolis: Kappa Delta Pi. [Google Scholar]
Dewey, J. (1916/2008). Democracy and education. Newstead Queensland: Emereo Publishing. [Google Scholar]
Engeström, Y. (1987). Learning by Expanding. Orienta-consultit, Helsinki. [Google Scholar]
European Commission. (2011). Using Learning Outcomes Note 4 European Qualifications Framework Series. Luxembourg: Publications Office of the European Union. [Google Scholar]
Glaser, B. G., & Strauss, A. L. (1968). The discovery of grounded theory: strategies for qualitative research. London: Weidenfeld and Nicolson. [Google Scholar]
Habermas, J. (1984). The theory of communicative action (T. McCarthy, Trans.). Boston: Beacon Press. [Google Scholar]
Illeris, K. (2004). The three dimensions of learning (Reprint English ed.). Malabar, Fla.: Krieger Publishing Co. [Google Scholar]
Illeris, K. (2003). Towards a contemporary and comprehensive theory of learning. International Journal of Lifelong Education, 22(4), 396-406. [Google Scholar]
Lave, J. (1996). Teaching, as learning, in practice. Mind, culture, and activity, 3(3), 149-164. [Google Scholar]
Lave, J., & Wenger, E. (1991). Situated learning : legitimate peripheral participation. Cambridge [England]: Cambridge University Press. [Google Scholar]
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. The Jossey-Bass higher and adult education series. San Francisco: Jossey-Bass. [Google Scholar]
OECD. (2000). Literacy in the information age: Final report of the international adult literacy survey . Statistics Canada, Ottawa (Ontario). [Google Scholar]
Papen, U. (2005). Adult literacy as social practice: More than skills. New York: Routledge. [Google Scholar]
Papen, U. (2005b). Literacy and development: What works for whom? Or, how relevant is the social practices view of literacy for literacy education in developing countries? International Journal of Educational Development, v25 n1 p5-17 Jan 2005, 13. [Google Scholar]
Roth, W.M., & Yew-Jin, L. (2007). "Vygotsky's Neglected Legacy": Cultural-Historical Activity Theory. Review of Educational Research, 77(2), 186. [Google Scholar]
Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research : grounded theory procedures and techniques. Newbury Park, CA.: Sage Publications. [Google Scholar]
Tett, L., Hamilton, M., & Hillier, Y. (2006). Adult literacy, numeracy and language: Policy, practice and research. Columbus, OH: Open University Press. [Google Scholar]
The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 10(1). [Google Scholar]
Vygotsky, L. S. (1978). Mind in society : the development of higher psychological processes. Cambridge, MA: Harvard University Press. [Google Scholar]
Vygotsky, L. S., & Kozulin, A. (1986). Thought and language (Translation newly rev. and edited). Cambridge, MA.: MIT Press. [Google Scholar]
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press. [Google Scholar]

Volume 9 Issue 2

June 2013

All Articles