By examining ideas about learning that transcend typical
boundaries, such as school/workplace or home/school, this book
emphasies the socially negotiated and embedded nature of
meaning-making and how learners learn to use the cognitive tools of
their cultural community through participation in social activity.
The editors argue that this is the means by which individual agency
is extended and learners' identities, as forms of competency, are
transformed.
The book locates sociocultural understanding in a wide
theoretical frame and demonstrates its implications for learning
and assessment generally, covering a range of educational and
workplace setttings. The contributions challenge ways of
understanding learning and thinking about practice, both teaching
and assessment.
Drawing on the international literature, this book is essential
reading for students of curriculum, learning and assesment in all
sectors from pre-primary to further and higher education. It is
suitable as a core text for masters and taught doctorate
programmes. It will be of interest to a range of professionals
involved with curriculum, learning and the practice of teaching and
assessment.
It is also relevant to those in work-based and professional
education and training, and informal educational settings. A unique
collection in a field that is underrepresented, it will also be of
interest to an acadmeic audience.
General
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