Learning as cultural and social practice
The strength of research in learning as cultural and social practice lies in the synergies between colleagues working within and across specific foci both within the department and more widely within the university. These foci are namely: Learning and identity in practice; Discourse; Educational relationships and citizenship; Special educational needs; and Learning, assessment and professional development.
The key intellectual tension that drives the work of this programme lies in the development of theories and methodologies which acknowledge the mutual shaping of person and mediating cultural tools.
A common concern is with the formulation of contextually rich and appropriate models for professional development, with a particular concern for those who are underprivileged or marginalised.
The newly established Centre for Sociocultural and Activity Theory (CSAT) is an international forum for the development of research applications of socio-cultural and activity theory which provides an approach to the study and practice of social change and learning informed by social, cultural, historical and psychological analysis in a unified conceptual framework. The theoretical strand of this research is concerned to relate the structural analysis of socio-cultural practice to patterns of social interaction and communication in order to understand the social shaping of consciousness and the acquisition of specific forms of competence.
The Centre represents a rich intellectual resource of value to a broad constituency within the department, across the university and in collaborative ventures with parallel centres overseas. It provides an important platform for interdisciplinary research and welcomes doctoral researchers from overseas on a regular basis. ESRC have funded a postdoctoral fellow based in the Centre.