Reconceptualising learning as a form of relational reflexivity.

The paper makes a connection between transmission modes and constructivism in sociology and education, respectively. There are parallels between Archer’s criticism of upward and downward conflation in social theory, and approaches to learning in education. In her 2012 book, Archer seeks to reconceptualise socialisation as relational reflexivity. This paper seeks to connect this idea to thinking about learning in relational terms and links the analysis to Young’s account of ‘bringing knowledge back in’. The paper uses an example from field work on participation in learning to provide concrete examples that illuminate the points being made. It argues that learning theory needs to move away from transmission and the constructivists’ ideas about education and to consider the relational aspects of learning. [ABSTRACT FROM PUBLISHER]