International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

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: 19  |  Number of Download: 179


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.

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.

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