724
Views
21
CrossRef citations to date
0
Altmetric
Articles

Action learning as legitimate peripheral participation

Pages 117-129 | Received 06 Sep 2007, Published online: 24 Jul 2008

References

  • Alvesson , M. 2003 . Methodology for close up studies: Struggling with closeness and closure . Higher Education , 46 : 167 – 93 .
  • Alvesson , M. and Skoldberg , K. 2000 . Reflexive methodology: New vistas for qualitative research , London : Sage .
  • Ashton , S. 2006 . Where's the action? The concept of action in action learning . Action Learning: Research and Practice , 3 ( 1 ) : 5 – 29 .
  • Barton , D. and Tusting , K. 2005 . Beyond communities of practice: Language, power and social context , Edited by: Barton , D. and Tusting , K. Cambridge, , UK : Cambridge University Press .
  • Brittan , A. and Maynard , M. 1985 . Sexism, racism and oppression , Oxford, UK : Blackwell .
  • Brookfield , S. 1994 . Tales from the dark side: A phenomenography of adult critical reflection . International Journal of Lifelong Education , 13 ( 3 ) : 203 – 16 .
  • Brown , J. S. and Duguid , P. 1991 . Organizational learning and communities-of-practice: Toward a unified view of working, learning and innovation . Organization Science , 2 ( 1 ) : 40 – 57 .
  • Chaklin , S. and Lave , J. 1993 . Understanding practice: Perspectives on activity and context , Edited by: Chaklin , S. and Lave , J. Cambridge, , UK : Cambridge University Press .
  • Contu , A. and Willmott , H. 2000 . Comment on Wenger and Yanow. Knowing in practice: A ‘delicate flower’ in the organizational learning filed . Organization , 7 ( 2 ) : 269 – 76 .
  • Contu , A. and Willmott , H. 2003 . Re-embedding situatedness: The importance of power relations in learning theory . Organization Science , 14 ( 3 ) : 283 – 96 .
  • Cook , S. and Yanow , D. 1993 . Culture and organizational learning . Journal of Management Inquiry , 2 : 373 – 90 .
  • Cook , S. D. and Brown , J. S. 1999 . Bridging epistemologies: The generative dance between organizational knowledge and knowing . Organization Science , 10 ( 4 ) : 381 – 400 .
  • Edley , N. 2001 . “ Analysing masculinity: Interpretative repertoires, ideological dilemmas and subject positions ” . In Discourse as data , Edited by: Wetherell , M. , Taylor , S. and Yates , S. London : Sage .
  • Fairclough , N. 2001 . “ The discourse of new labour: Critical discourse analysis ” . In In Discourse as data , Edited by: Wetherell , M. , Taylor , S. and Yates , S. London : Sage .
  • Fairclough , N. 2003 . Analysing discourse: Textual analysis for social research , London : Routledge .
  • Fairclough , N. and Hardy , G. 1997 . “ Management learning as discourse ” . In Management learning: Integrating perspectives in theory and practice , Edited by: Burgoyne , J. and Reynolds , M. London : Sage .
  • Fenwick , T. J. 2003 . Emancipatory potential of action learning: A critical analysis . Journal of Organizational Change , 16 ( 6 ) : 619 – 32 .
  • Francis , H. 2007 . Discursive struggle and the ambiguous world of HRD . Advances in Developing Human Resources , 9 ( 1 ) : 83 – 96 .
  • Hodgson , V. and Reynolds , M. 2005 . Consensus, difference and ‘multiple communities’ in networked learning . Studies in Higher Education , 30 ( 1 ) : 11 – 24 .
  • Kuchinke , K. P. 2005 . “ The self at work: Theories about persons, the meaning of work and their implications for HRD ” . In Critical thinking in human resource development , Edited by: Elliott , C. and Turnbill , S. London : Routledge .
  • Lave , J. 1993 . “ The practice of learning ” . In Understanding practice: Perspectives on activity and context , Edited by: Chaiklin , J. S. and Lave , J. Cambridge, , UK : Cambridge University Press .
  • Lave , J. and Wenger , E. 1991 . Situated learning: Legitimate peripheral participation , New York : Cambridge University Press .
  • Lea , M. R. 2005 . “ ‘Communities of practice’ in higher education: Useful heuristic or educational model? ” . In Beyond communities of practice: Language power and social context , Edited by: Barton , D. and Tusting , K. Cambridge, , UK : Cambridge University Press .
  • Mason , J. 2002 . Qualitative researching , London : Sage .
  • McGoldrick , J. , Stewart , J. and Watson , S. 2002 . Understanding HRD: A research-based approach , Edited by: McGoldrick , J. , Stewart , J. and Watson , S. London : Routledge .
  • Myerson , D. E. and Scully , M. A. 1995 . Tempered radicalism and the politics of radicalism and change . Organization Science , 6 ( 5 ) : 585 – 600 .
  • Pedler , M. 2005a . Editorial: A general theory of human action . Action Learning: Research and Practice , 2 ( 2 ) : 127 – 132 .
  • Pedler , M. 2005b . Editorial: Critical action learning . Action Learning: Research and Practice , 2 ( 1 ) : 1 – 6 .
  • Pedler , M. 2006 . Editorial: Action learning for change? . Action Learning: Research and Practice , 3 ( 1 ) : 1 – 4 .
  • Pedler , M. , Burgoyne , J. and Brook , C. 2005 . What has action learning become? . Action Learning: Research and Practice , 2 ( 1 ) : 49 – 68 .
  • Phillips , L. and Jorgensen , M. W. 2002 . Discourse analysis as theory and method , London : Sage .
  • Potter , J. and Wetherell , M. 1987 . Discourse and social psychology: Beyond attitudes and behaviour , London : Sage .
  • Revans , R. 1983 . ABC of action learning , Middlesex : Chartwell-Bratt Ltd .
  • Reynolds , M. 1998 . Reflection and critical reflection in management learning . Management Learning , 29 ( 2 ) : 183 – 100 .
  • Reynolds , M. 2000 . Bright lights and the pastoral idyll . Management Learning , 3 ( 1 ) : 67 – 81 .
  • Reynolds , M. and Trehan , K. 2001 . Classroom as real world: Propositions for a pedagogy of difference . Gender and Education , 13 ( 4 ) : 357 – 72 .
  • Rigg , C. ‘I’ and ‘we’ in action learning: Towards a ‘both-and’ understanding . Action learning: Research and practice 5, no. 2: . 105–16
  • Rigg , C. , Stewart , J. and Trehan , K. 2007 . Critical human resource development: Beyond orthodoxy , Edited by: Rigg , C. , Stewart , J. and Trehan , K. Edinburgh, , UK : Pearson Education Limited .
  • Rigg , C. and Trehan , K. 2004 . Reflections on working with critical action learning . Action Learning: Research and Practice , 1 ( 2 ) : 149 – 65 .
  • Silverman , D. 2005 . Doing qualitative research , London : Sage .
  • Trowler , P. 2001 . Captured by the discourse? The socially constitutive power of the new higher education discourse in the UK? . Organization , 8 ( 2 ) : 183 – 201 .
  • Vince , R. 2004 . Action learning and organizational learning: Power, politics and emotion in organizations . Action Learning: Research and Practice , 1 ( 1 ) : 63 – 78 .
  • Vince , R. ‘Learning-in-action’ and ‘learning inaction’: Advancing the theory and practice of critical action learning . Action learning: Research and practice 5, no. 2: . 93–104
  • Weick , K. 1995 . Sensemaking in organizations , Thousand Oaks, CA : Sage .
  • Wenger , E. 1998 . Communities of practice: Learning, meaning and identity , Cambridge, UK : Cambridge University Press .
  • Wenger , E. 2000 . Communities of practice and social learning systems . Organization , 7 ( 2 ) : 225 – 46 .
  • Wenger , E. , McDermott , R. and Snyder , W. M. 2002 . Cultivating communities of practice: A guide to managing knowledge , Boston, MA : Harvard Business School Press .
  • Wetherell , M. , Taylor , S. and Yates , S. J. 2001 . Discourse as data: A Guide for analysis , Edited by: Wetherell , M. , Taylor , S. and Yates , S. J. London : Sage .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.