Abstract
The anthropological approach to studying culture has implied observations of and participation in other people’s practices however strange and exotic they may seem. These practice-based experiences are the backbone of the anthropological profession. Anthropology has for a long time been more or less consciously entangled with defining these experiences as learning experiences and subsequently defining culture as the result of learning processes. It is, however, primarily in relation to the general focus on practice that the anthropological paradigm of practice-based learning takes shape.
The article introduces the early anthropological interests in the concept of learning as tied to teaching and culture transmission in ‘exotic’ cultures and discuss how ‘learning’ from the 1970s and onwards gradually began to establish itself as a major subfield in anthropology including cross-cultural studies of schooling ‘home and abroad’. The studies of practice and the studies of learning, however, for a long time went their separate ways. Since Margaret Mead learning theory in anthropology has been intertwined with concepts like enculturation or socialisation (Schwartz 1980, ix) but often without a clear cut definition relating learning to practice. Some anthropologists have called for an explicit exploration of the concept of learning in relation to ethnographic practices and knowledge making as well as a lentil for studying cultural transmission (e.g. Hansen 1982; Wolcott 1982). Others have made an implicit use of the concept of learning as an explanatory term pointing to the anthropologists’ journey from novice to a more experienced knower of exotic cultures (e.g. Stoller 1987; Briggs 1970). The field where anthropological learning theory has been most systematically developed is in relation to the anthropology of education, but here little has been done in terms of developing concepts of practice-based learning (see e.g. Anderson-Levitt 2012). Finally some anthropologists studied people’s everyday life ‘at home’ and found new ways of understanding culture using a cognitive rather than a practice-based learning perspective. Over time the anthropological engagements with teaching and learning have turned towards an explicit interest in learning in connection with practical activity and agency (Pelissier 1991) and most recently the concept of practice-based learning has been considered a key concept for the practice of anthropology itself (Lave 2011; Jordan 2014). This expansion has been developed in close collaboration with primarily Vygotsky- or Piaget-inspired cultural psychologists on the one hand and researchers of work-place learning on the other. More or less simultaneously a new interest in workplace practices began to appear in anthropological research but it was rarely connected to an interest in learning and cognition. These work-oriented anthropologists developed a practice-based framework of understanding workplace activities, but often without an explicit interest in connecting learning to practice. With the seminal fieldwork and subsequent publications by anthropologists like Jean Lave, Brigitte Jordan, Dorothy Holland and Ed Hutchins the interest in combining learning and practice spurred a new paradigm for studying practice-based learning through participant observation. The final section take a closer look at this last development combining theoretical issues with the future perspectives of theories on practice-based learning in the field.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson-Levitt, K. M. (2012). Introduction. Anthropologies and ethnographies of education worldwide. In K. M. Anderson-Levitt (Ed.), Anthropologies of education: A global guide to ethnographic studies of learning and schooling. Oxford: Berghahn Books.
Astuti, R., & Bloch, M. (2012). Anthropologists as cognitive scientists. Topics in Cognitive Science, 4(3), 453–461.
Bateson, G. (1972/1985). Social planning and the concept of deutero-learning. In Steps to an ecology of mind (pp. 127–138). San Francisco: Chandler.
Bateson, G., & Mead, M. (1942). Balinese Character: A photographic analysis. New York: New York Academy of the Sciences.
Bauer, J., & Gruber, H. (2007). Workplace changes and workplace learning: Advantages of an educational micro perspective. International Journal of Lifelong Education, 26(6), 675–688.
Billett, S. (2004). Workplace participatory practices: Conceptualising workplaces as learning environments. Journal of Workplace Learning, 16(6), 312–324.
Billett, S. (2010). Learning through practice. In S. Billett (Ed.), Learning through practice: Models, traditions, orientations and approaches (pp. 1–20). Dordrecht: Springer.
Billett, S. (2011). Learning in the circumstances of work: The didactics of practice. Éducation et didactique, 5(2), 125–146.
Bloch, M. (2005). Where did anthropology go?: Or the need for ‘human nature’. In M. Bloch (Ed.), Essays on cultural transmission. LSE monographs on social anthropology (pp. 1–20). Oxford: Berg Publishers.
Bloch, M. (2012). Anthropology and the cognitive challenge (New departures in anthropology). Cambridge: Cambridge University Press.
Bourdieu, P. (1990). The logic of practice. Cambridge: Polity Press.
Briggs, J. (1970). Never in anger: Portrait of an Eskimo family. Cambridge, MA: Harvard University Press.
Bunn, S. (1999). The importance of materials. Journal of Museum Ethnography, 11, 15–28.
Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
Cole, M., Glick, J., Gay, J., & Sharp, N. (1971). The cultural context of learning and thinking. London: Methuen.
Czarniawska, B. (2012). Organization theory meets anthropology: A story of an encounter. Journal of Business Anthropology, 1(1), 118–140.
D’Andrade, R. (1992). Schemas and motivation. In R. D’Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 23–44). Cambridge: Cambridge University Press.
D’Andrade, R. (1995). The development of cognitive anthropology. Cambridge: Cambridge University Press.
D’Andrade, R., & Strauss, C. (Eds.). (1992). Human motives and cultural models. Cambridge: Cambridge University Press.
Fenwick, T., & Edwards, R. (2010). Actor network theory in education. New York: Routledge.
Garro, L. (2007). Effort after meaning in everyday life. In C. Casey & R. B. Edgerton (Eds.), A companion to psychological anthropology. Modernity and psychocultural change (pp. 48–71). New York: Wiley-Blackwell.
Geertz, C. (1973/1993). The interpretation of cultures. London: Fontana Press.
Gherardi, S. (2000). Practice-based theorizing on learning and knowing. Organizations, 7(2), 211–223.
Gherardi, S., Nicolini, D., & Strati, A. (2007). The passion for knowing. Organization, 14(3), 315–329.
Goodwin, M. (1993). Tactical uses of stories: Participation frameworks within boys and girls disputes. In D. Tannen (Ed.), Gender and conversational interaction (pp. 110–143). New York: Oxford University Press.
Greenfield, P. M. (2004). Weaving generations together: Evolving creativity in the Zinacantec Maya. Santa Fe: SAR Press.
Greenfield, P. M. (2007). Culture and learning. In C. Casey & R. B. Edgerton (Eds.), A companion to psychological anthropology. Modernity and psychocultural change (pp. 72–89).
Hansen, J. F. (1982). From background to foreground: Toward an anthropology of learning. Anthropology & Education Quarterly, 13(2), 189–202.
Harkness, S. (1973). Universal aspects of learning color codes: A study in two cultures. Ethos, 1(2), 175–200.
Hasse, C. (2002). Learning physical space – The social designation of institutional culture. In FOLK temanummer “Culture of Institution/Institutions of Culture” (vol. 44, pp. 171–195). Copenhagen: Institute of Anthropology.
Hasse, C. (2008). Cultural body learning – The social designation of institutional code-curricula. In T. M. Schilhab, M. Juelskjær, & T. Moser (Eds.), Body and LEARNING (pp. 193–215). Emdrup: The Danish School of Education Press.
Hastrup, K., & Hervik, P. (1994). Introduction. In K. Hastrup & P. Hervik (Eds.), Social experience and anthropological knowledge (pp. 1–12). London/New York: Routledge.
Holland, D., & Cole, M. (1995). Between discourse and schema: Reformulating a cultural-historical approach to culture and mind. Anthropology and Education Quarterly, 26(4), 475–490.
Holland, D., & Quinn, N. (Eds.). (1987). Cultural models in language and thought. Cambridge: Cambridge University Press.
Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (Eds.). (1998). Identity and agency in cultural worlds. Cambridge: Harvard University Press.
Hutchins, E. (1991). Organizing work by adaptation. Organization Science, 2(1), 14–39. Special Issue: Organizational Learning: Papers in Honor of (and by) James G. March (1991).
Hutchins, E. (1993). Learning to navigate. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 35–63). Cambridge: Cambridge University Press.
Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
Ingold, T. (1976). The Skolt Lapps today. Cambridge: Cambridge University Press.
Ingold, T. (2000). The perception of the environment: Essays in livelihood, dwelling and skill. New York: Routledge.
Ingold, T. (2005). Epilogue: Towards a politics of dwelling. Conservation and Society, 3(2), 501–508.
Ingold, T. (2011a). Being alive. Essays on movement, knowledge and description. London: Routledge.
Ingold, T. (2011b). ‘Redrawing anthropology: Materials, movements, lines’. Anthropological studies of creativity and perception. Farnham: Ashgate.
Jahoda, G. (1982). Psychology and anthropology: A psychological perspective. London: Academic.
Jiménez, A. C. (Ed.). (2007). The anthropology of organisations: A reader. Aldershot: Ashgate/Dartmouth.
Jordan, B. (2014) The double helix of learning: Knowledge transfer in traditional and techno-centric communities (this volume).
Kimball, S. T. (1972). Learning a new culture. In S. T. Kimball & J. B. Watson (Eds.), Crossing cultural boundaries (pp. 182–192). San Francisco: Chandler.
Lancy, D. F. (1980). Becoming a Blacksmith in Gbarngasuakwelle. Anthropology and Education Quarterly, 11(4), 266–274.
Lancy, D. F., & Grove, M. A. (2011). “Getting noticed”: Middle childhood in cross-cultural perspective. Human Nature, 22(3), 281–302.
Lancy, D., Bock, J., & Gaskins, S. (Eds.). (2010). The anthropology of learning in childhood. Walnut Creek: AltaMira Press.
Latour, B. (2004). How to talk about the body? The normative dimension of science studies. Body and Society, 10(2–3), 205–229.
Latour, B. (2005). Reassembling the social. Oxford: Oxford University Press.
Lave, J. (1977). Cognitive consequences of traditional apprenticeship training in West Africa. Anthropology and Education Quarterly, 8(3), 177–180.
Lave, J. (1988). Cognition in practice: Mind, mathematics, culture in everyday life. Cambridge: Cambridge University Press.
Lave, J. (1993). The practice of learning. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 3–34). Cambridge: Cambridge University Pres.
Lave, J. (1997). Learning, apprenticeship, social practice. Nordisk Pedagogik, 17(3), 140–151.
Lave, J. (2011). Apprenticeship in critical ethnographic practice. Chicago: University of Chicago Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Levinson, B., & Pollack, M. (Eds.). (2011). A companion to the anthropology of education. New York: Wiley-Blackwell.
Levinson, B., Foley, D., & Holland, D. (Eds.). (1996). The cultural production of the educated person: Critical ethnographies of school and local practice. Albany: State University of New York Press.
Marchand, T. H. J. (2001). Minaret building and apprenticeship in Yemen. Richmon: Curzon.
McDermott, R. P. (1974). Achieving school failure: An anthropological approach to illiteracy and social stratification. In G. D. Spindler (Ed.), Education and cultural process. Toward an anthropology of education (pp. 82–118). New York: Holt, Rinehart and Winston.
McDermott, R. P. (1993). The acquisition of a child by a learning disability. In S. Chaiklin & J. Lave (Eds.), Understanding practice. Perspectives on activity and context (pp. 269–305). Cambridge: Cambridge University Press.
McDermott, R. P., & Varenne, H. (1995). Culture as disability. Anthropology and Education Quarterly, 26(3), 323–348.
Mead, M. (1928). Coming of age in Samoa. New York: William Morrow.
Mead, M. (1935). Sex and temperament in three primitive societies. New York: William Morrow.
Nicolini, D., Gherardi, S., & Yanow, D. (2003). Knowing in organization. A practice-based-approach. New York: M.E. Sharpe.
Ochs, E., & Schieffelin, B. B. (1984). Language acquisition and socialization: Three developmental stories and their implications. In R. Shweder & R. Levine (Eds.), Culture theory: Essays on mind, self and emotion (pp. 276–320). New York: Cambridge University Press.
Orlikowski, W. J. (2007). Sociomaterial practices: Exploring technology at work. Organization Studies, 28(9), 1435–1448.
Orr, J. (1996) Talking about Machines. Ithaca, NY: Cornell University
Otto, T., & Bubandt, N. (Eds.). (2010). Experiments in holism: Theory and practice in contemporary anthropology. London: John Wiley & Sons.
Pelissier, C. (1991). The anthropology of teaching and learning. Annual Review of Anthropology, 20, 75–95.
Quinn, N. (2005). Introduction. In N. Quinn (Ed.), Finding culture in talk: A collection of methods (pp. 1–34). New York: Palgrave Macmillan. Chapter 1.
Rogoff, B., & Lave, J. (Eds.). (1984). Everyday cognition: Its development in social context. Cambridge, MA: Harvard University Press.
Sanday, P. R. (1979). The ethnographic paradigm(s). Administrative Science Quarterly, 24(4), 527–538.
Schwartz, T. (1980). Introduction. In T. Schwartz (Ed.), Socialization as cultural communication: Development of a theme in the work of Margaret Mead. Berkeley: University of California Press.
Shore, B. (1996). Culture in mind: Cognition, culture and the problem of meaning. New York: Oxford University Press.
Shweder, R. A., & LeVine, R. A. (1984). Culture theory: Essays on mind, self and emotion. New York: Cambridge University Press.
Sørensen, E. (2009). The materiality of learning technology and knowledge in educational practice. Cambridge: Cambridge University Press.
Spindler, G., & Spindler, L. (1982). Roger Harkes and Schönhausen: From the familiar to the strange and back. In G. Spindler (Ed.), Doing the ethnography of schooling. Educational anthropology in action. New York: Holt, Rinehart & Winston.
Stoller, P. (1987). In Sorcery’s shadow: A memoir of apprenticeship among the Songhay of Niger. Chicago/London: University of Chicago Press.
Strati, A. (2007). Sensible knowledge and practice-based learning. Management Learning, 38(1), 61–77.
Strauss, C. (1992a). Models and motives. In R. D’Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 1–20). Cambridge: Cambridge University Press.
Strauss, C. (1992b). What makes Tony run? Schemas as motives reconsidered. In R. D’Andrade & C. Strauss (Eds.), Human motives and cultural models (pp. 191–224). Cambridge: Cambridge University Press.
Strauss, C., & Quinn, N. (1994). A cognitive/cultural anthropology. In R. Borofsky (Ed.), Assessing cultural anthropology (pp. 284–297). New York: McGraw-Hill.
Strauss, C., & Quinn, N. (1997). A cognitive theory of cultural meaning. Cambridge: Cambridge University Press.
Suchman, L. (2007). Plans and situated actions: The problem of human-machine communication. New York: Cambridge University Press.
Suchman, L., Blomberg, J., Orr, J. E., & Trigg, R. (1999). Reconstructing technologies as social practice. American Behavioural Scientist, 43(3), 392–408.
Verran, H. (2001). Science and an African logic. Chicago: University of Chicago Press.
Whiting, J. W. (1941). Becoming a Kwoma: Teaching and learning in a New Guinea tribe. New Haven: Yale University Press.
Wolcott, H. F. (1982). The anthropology of learning. Anthropology & Education Quarterly, 13(2), 83–108.
Wright, S. (1994). Anthropology of organizations. London: Routledge.
Yanow, D. (2006). Talking about practices: On Julian Orr’s talking about machines. Organization Studies, 27(12), 1743–1756.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Hasse, C. (2014). The Anthropological Paradigm of Practice-Based Learning. In: Billett, S., Harteis, C., Gruber, H. (eds) International Handbook of Research in Professional and Practice-based Learning. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8902-8_14
Download citation
DOI: https://doi.org/10.1007/978-94-017-8902-8_14
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-017-8901-1
Online ISBN: 978-94-017-8902-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)