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

• 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
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-006-9008-3

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.