Abstract
To provide appropriate learner-centered contexts for transnational adult learners in the United States, the central place-based knowledge perspectives that learners possess upon arrival must be preserved. This paper discusses using the cultural historical activity theory to underscore place as a mediating instrument in the preservation process.
Keywords
place pedagogy, neighborhood learning, cultural historical activity theory
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
Campbell, K.
(2015).
A Case for Place as a Mediating Artifact in Transnational Learning Contexts: A Cultural Historial Place-Based Inquiry.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2015/papers/8
A Case for Place as a Mediating Artifact in Transnational Learning Contexts: A Cultural Historial Place-Based Inquiry
To provide appropriate learner-centered contexts for transnational adult learners in the United States, the central place-based knowledge perspectives that learners possess upon arrival must be preserved. This paper discusses using the cultural historical activity theory to underscore place as a mediating instrument in the preservation process.
