Abstract
By drawing upon the tradition of situated and activity perspectives of adult learning, this mixed methods study underscores the sociocultural and politicized processes by which farmer/learners negotiate apprentice identity. Our findings offer implications for the formation of equitable apprenticeship learning experiences and career pathways.
Keywords: apprenticeship, identity, situated learning
How to Cite:
MacAuley, L. E. & Niewolny, K. L., (2015) “Situated Learning and On-Farm Apprenticeships: Political Implications of Negotiating Apprentice Identity”, Adult Education Research Conference 1(2015).
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