A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education

Engeström, Ritva; Käyhkö, Leena

doi:10.1080/10508406.2021.1908296

Cited by 8 publications

(5 citation statements)

References 74 publications

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“…Asking questions about purposes also becomes relevant in relation to policy-driven definitions of EE, for instance, those of the EU Commission, which create a harmonious image of EE that ignores the ambiguity of entrepreneurial practice (Berglund & Holmgren, 2013;Engeström & Käyhkö, 2021).…”

Section: Approachmentioning

confidence: 99%

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Intersubjective Dialogue as a Form of Inquiry – Discussing the Purpose of Entrepreneurship Education Tools

Ellborg,

Nybye

2023

Nurturing Modalities of Inquiry in Entrepreneurship Research: Seeing the World Through the Eyes of Those Who Research

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Section: Approachmentioning

confidence: 99%

“…The EE policy agenda opens up the institutional boundaries of schools and education and blends politics with the epistemology of knowledge in educational institutions (Engeström & Käyhkö, 2021).…”

Section: Approachmentioning

confidence: 99%

Intersubjective Dialogue as a Form of Inquiry – Discussing the Purpose of Entrepreneurship Education Tools

Ellborg,

Nybye

2023

Nurturing Modalities of Inquiry in Entrepreneurship Research: Seeing the World Through the Eyes of Those Who Research

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Section: Conceptualization Of Lifelong Learning: From One Life To Fou...mentioning

confidence: 99%

“…We agree with the focus of lifelong learning but the characterization needs to go beyond a strawman comparison with the learning ongoing in schools. There is a good amount of research and writing on lifelong learning which has not been acknowledged (Engestr€ om and K€ ayhk€ o, 2021;Manuti et al, 2015;Nørg ard, 2021). There have been also much more claims about lifelong learning in the digital area, which emphasizes the blurring of the boundary of content, place, technology, time and social setting because of digitalization (Jaldemark, 2020;Cenka et al, 2022).…”

Section: Conceptualization Of Lifelong Learning: From One Life To Fou...mentioning

confidence: 99%

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

Looi

2022

IJILT

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PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.

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“…A boundary both divides and unites different sociocultural worlds being “neither one nor the other” (Akkerman & Bakker, 2011, p. 141). Negotiation across boundaries is facilitated by boundary objects that communicate between different sociocultural worlds and that are “common enough to make them recognizable across these worlds” (p. 140, see also Engeström & Käyhkö, 2021). These conceptualizations are used to analyze language awareness in the context of intercultural music education.…”

Section: Theoretical Lenses: Activity Theory and Boundary Crossingmentioning

confidence: 99%

Novel opportunities for intercultural music education: Integrating singing and a language-aware approach in Learn-Finnish-by-Singing choirs

Lehtinen-Schnabel

2022

Research Studies in Music Education

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The topic of language awareness in intercultural music education has received surprisingly little attention in discussions on meaningful and responsive musical practices, despite language being an ubiquitous issue that every music educator encounters when entering a multilingual learning environment. This study explores a language-aware perspective that is embedded in a dynamic and dialogical choir practice drawing on the direct social needs of adult choir participants with culturally and linguistically diverse backgrounds. The analysis sets the practitioner experiences, planning, and implementation of the choir practice against the theorisation of activity systems and the concepts of boundary object and boundary crossing, in particular. The theoretical exploration considers how a dual meaning choir practice (a) integrates musical and linguistic activity, (b) crosses boundaries between the disciplines of music and language education, and (c) justifies change in music educational thinking. The study suggests that a dual meaning choir practice provides meaningful musical activity for adult immigrants, expanding the understanding of musical practice and the profession of music educator by blurring the dichotomous thinking of music and music education as being either instrumentalized or existing only for purely musical purposes. The study further advocates that a hybrid musical practice can widen professional understanding with novel insights, out-of-the-box perspectives, and new opportunities.

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A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education

Cited by 8 publications

References 74 publications

Intersubjective Dialogue as a Form of Inquiry – Discussing the Purpose of Entrepreneurship Education Tools

Intersubjective Dialogue as a Form of Inquiry – Discussing the Purpose of Entrepreneurship Education Tools

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

Novel opportunities for intercultural music education: Integrating singing and a language-aware approach in Learn-Finnish-by-Singing choirs

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