Context-Process Authenticity in Learning: Implications for Identity Enculturation and Boundary Crossing
Educational Technology Research and Development Volume 55, Number 2, ISSN 1042-1629
This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context-process authenticity. Existing learning and instructional approaches associated with authenticity, such as simulations, participation, and co-evolution privilege the authenticity of professional practices and do not adequately tackle the issue of the transitions across contexts. To avoid demeaning the authenticity of schools, we recommend other approaches, which emphasize the identity enculturation aspect in diverse communities. Furthermore, we argue for a context-process authenticity continuum. This continuum encompasses both school and professional communities and the context-process authenticity coupling. Implications are discussed with respect to the proposed context-process authenticity continuum.
Hung, D. & Chen, D.T.V. (2007). Context-Process Authenticity in Learning: Implications for Identity Enculturation and Boundary Crossing. Educational Technology Research and Development, 55(2), 147-167.
Cited ByView References & Citations Map
Myunghee Kang, Jungsun Hahn, Eunjo Yoo & Bokyung Kim, Ewha Womans University, Korea (South)
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3025–3034
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