Context-Process Authenticity in Learning: Implications for Identity Enculturation and Boundary Crossing

This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context-process authenticity. Existing learning and instructional approache...

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Bibliographic Details
Published in:Educational technology research and development 2007-04, Vol.55 (2), p.147-167
Main Authors: Hung, David, Chen, Der-Thanq Victor
Format: Article
Language:English
Subjects:
Active Learning
Beliefs
Communities
Communities of Practice
Community Characteristics
Community identity
Community Relations
Community schools
Computer Uses in Education
Constructivism (Learning)
Context Effect
Cultural identity
Cultural Relevance
Development
Educational Environment
Educational research
Educational technology
Enculturation
Epistemology
Learning
Learning Activities
Learning Processes
Learning Strategies
Professional schools
Self Actualization
Student Diversity
Teaching Methods
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Summary:This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context-process authenticity. Existing learning and instructional approaches associated with authenticity, such as simulations, participation, and co-evolution privilege the authenticity of professional practices and do not adequately tackle the issue of the transitions across contexts. To avoid demeaning the authenticity of schools, we recommend other approaches, which emphasize the identity enculturation aspect in diverse communities. Furthermore, we argue for a context-process authenticity continuum. This continuum encompasses both school and professional communities and the context-process authenticity coupling. Implications are discussed with respect to the proposed context-process authenticity continuum.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-006-9008-3