Etienne Wenger writes about the identification and dis-identification in meeting communities and their systems of values. This process seems to implicate that the community represents a system of values that the student can identify or dis-identify with. Can this process be combined with an ideal of dialogue based learning?
Article Learning in landscapes of practice: Boundaries, identity, an...
Dear Johan Lövgren,
I am writing to tell you about one article.
I recently read an article I hope it will help you.
Please find attached article as a pdf file.
Greetings
Andrija
Here are some other studies in RG related to your topic that can also be helpful for you:
https://www.researchgate.net/search.Search.html?type=publication&query=values%20education&tabViewId=57ffa4d3ed99e11e62355047&previous=researcher
Best regards,
Debra
Thank you Andrija, Debra and Harshvardahn for references to relevant litterature. Values as a part of education is clearly seen as relevant for educational research in a range of cultural and geographical settings.
My own research is on the Nordic folk high school movement where the question of values in learning has been a central historical feature. The movement is built around the ideal of dialogue-based learning. This ideal can be presented as the opposite of a defined identity on the part of the pedagogical institutions.
The picture I get from interviews and observations of students is that values such as democracy and tolerance can be said to develop by meeting a defined identity on the part of the institution.
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