Embeddedness Discourses

Focus

Understanding social and cultural collectives as dynamic, learning phenomena

Principal Metaphors

  • Knowledge is … scope of possible collective actions and interpretations
  • Knowing is … appropriate collective functioning
  • Learner is … a social or cultural corpus
  • Learning is … selecting, blending, and refining possibilities
  • Teaching is … designing experiences (orienting, juxtaposing)

Originated

mid-1900s

Synopsis

Embeddedness Discourses is a sub-category of Coherence Discourses. It is an umbrella term that reaches across perspectives on learning that refuse separations of self from other and individual from collective. Perceived boundaries among persons and peoples are understood as heuristic conveniences, as collective phenomena are recognized to unfold from and to be enfolded in individual phenomena. Phrased differently, collective forms are understood as learning bodies.

Commentary

Different Embeddedness Discourses attend to, grapple with, and prompt different issues – and so it doesn’t make much sense to attempt a general commentary. There are few robust criticisms of Embeddedness Discourses, as most negative remarks are anchored to deep-seated metaphysical assumptions that rely on such dichotomies as self/other, individual/collective, and fact/fiction.

Map Location



Please cite this article as:
Davis, B., & Francis, K. (2019). “Embeddedness Discourses” in Discourses on Learning in Education. https://learningdiscourses.com.


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