Situated learning theory and agentic orientation: A relational sociology approach
通过组织变革案例，运用关系社会学视角，挑战了情境学习理论中强调习惯性行动和常规化的观点，揭示了情境学习作为在模糊背景下由多种能动性模式塑造的涌现过程。
The orthodox literature on situated learning has favoured a conception of agency which is linked to habitual action and as a consequence it emphasizes learning as routinized enactment based on social cohesion. To highlight the contested nature of situated learning we draw on the case study of situated learning during organizational change and we employ a relational sociology perspective. The latter views agency as a process encompassing iterative, projective and practical evaluative dimensions which unfold in relation to the temporal and structural contexts within which situated learning is embedded. The evidence illustrates situated learning as an emergent process shaped by the diverse modes in which actors—operating in a context imbued with ambiguity—connected with a seemingly shared set of principles informing their practice.