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
How to Cite:
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 1(2015).
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