An Analysis of Learning in Learning Cultures Using Legitimate Peripheral Participation

• In Event: 60.068 - Exploring Tools, Dreams, and Myth: Learning and Living in a Bureaucratic World

Abstract

This paper is based on a longitudinal study of three students attending the High School for Language and Innovation (HSLI) in New York City. HSLI opened in 2011 and has fully implemented Learning Cultures, an “educational model designed to restructure schools and classrooms to support high levels of student engagement, achievement and cooperation,” (McCallister, 2014). The paper analyzes the Learning Cultures model using the frame of Legitimate Peripheral Participation (LPP) (Lave and Wenger, 1991). LPP is an analytic tool based on relational theories of learning, and since much of Learning Cultures is built on student collaboration, legitimate peripheral participation is an appropriate tool for describing and understanding the kind of learning that occurs in Leaning Cultures classroom.

Author

• Judith S. Kaufman, Hofstra University