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Investigating learning in action: A transactional dramaturgical analysis of learning in sustainability transition initiatives.

(2019)
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Abstract
This paper engages with the question how transactional analytical methods can be employed to enrich frameworks for dramaturgical analysis and, in particular, to make these useful for empirical investigations of learning in the context of the transition towards a more sustainable world. Sustainability transitions are often seen as a matter of ‘learning by doing and doing by learning’, yet the literature on this topic is characterised by a lack of conceptual clarity and a weak empirical knowledge base. Developing a dramaturgical analytical framework using a transactional method for didactic research is a fruitful way to address this research gap by providing useful analytical tools. Dramaturgical frameworks have been developed for investigating participative practices guided by the question how the design of a setting – i.e. its ‘scripting’, ‘staging’ and ‘performance’ – affects ‘what is said, what can be said, and what can be said with influence’. In order to render dramaturgical analysis useful for investigating learning practices it can be redesigned with the help of Practical Epistemology Analysis. Drawing on examples from an empirical study of workshops where people gather to create alternatives for unsustainable practices in the agro-food system, the paper illustrates a transactional dramaturgical analysis of what people learn within such a setting as well as which factors influence the learning process and outcomes. Furthermore, it shows how a transactional perspective helps to overcome an important limit of existing frameworks for dramaturgical analysis, that is a sequential perspective that hinders an understanding of learning in action. What the analysis shows, is that the way in which the design of a setting affects learning should not be understood in the sense of having a script and a stage – and subsequently act (perform) on it. Rather, it highlights the importance of scripting and staging in the performance, i.e. in action.

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MLA
Van Poeck, Katrien. Investigating Learning in Action: A Transactional Dramaturgical Analysis of Learning in Sustainability Transition Initiatives. . 2019.
APA
Van Poeck, K. (2019). Investigating learning in action: A transactional dramaturgical analysis of learning in sustainability transition initiatives. . Presented at the The 5th Swedish Pragmatism Colloquium on Education & Transaction, Uppsala.
Chicago author-date
Van Poeck, Katrien. 2019. “Investigating Learning in Action: A Transactional Dramaturgical Analysis of Learning in Sustainability Transition Initiatives. .” In .
Chicago author-date (all authors)
Van Poeck, Katrien. 2019. “Investigating Learning in Action: A Transactional Dramaturgical Analysis of Learning in Sustainability Transition Initiatives. .” In .
Vancouver
1.
Van Poeck K. Investigating learning in action: A transactional dramaturgical analysis of learning in sustainability transition initiatives. . In 2019.
IEEE
[1]
K. Van Poeck, “Investigating learning in action: A transactional dramaturgical analysis of learning in sustainability transition initiatives. ,” presented at the The 5th Swedish Pragmatism Colloquium on Education & Transaction, Uppsala, 2019.
@inproceedings{8635219,
  abstract     = {This paper engages with the question how transactional analytical methods can be employed to enrich frameworks for dramaturgical analysis and, in particular, to make these useful for empirical investigations of learning in the context of the transition towards a more sustainable world. Sustainability transitions are often seen as a matter of ‘learning by doing and doing by learning’, yet the literature on this topic is characterised by a lack of conceptual clarity and a weak empirical knowledge base. Developing a dramaturgical analytical framework using a transactional method for didactic research is a fruitful way to address this research gap by providing useful analytical tools.
Dramaturgical frameworks have been developed for investigating participative practices guided by the question how the design of a setting – i.e. its ‘scripting’, ‘staging’ and ‘performance’ – affects ‘what is said, what can be said, and what can be said with influence’. In order to render dramaturgical analysis useful for investigating learning practices it can be redesigned with the help of Practical Epistemology Analysis. Drawing on examples from an empirical study of workshops where people gather to create alternatives for unsustainable practices in the agro-food system, the paper illustrates a transactional dramaturgical analysis of what people learn within such a setting as well as which factors influence the learning process and outcomes. Furthermore, it shows how a transactional perspective helps to overcome an important limit of existing frameworks for dramaturgical analysis, that is a sequential perspective that hinders an understanding of learning in action. What the analysis shows, is that the way in which the design of a setting affects learning should not be understood in the sense of having a script and a stage – and subsequently act (perform) on it. Rather, it highlights the importance of scripting and staging in the performance, i.e. in action.},
  author       = {Van Poeck, Katrien},
  location     = {Uppsala},
  title        = {Investigating learning in action: A transactional dramaturgical analysis of learning in sustainability transition initiatives. },
  year         = {2019},
}