Concept Mapping Lave & Wenger’s ‘Legitimate Peripheral Participation’

Kristoffer Greaves
I recently revisited Jean Lave and Etienne Wenger’s canonical work, Situated Learning: Legitimate Peripheral Participation (1991, Cambridge: Cambridge University Press). Lave and Wenger’s theory of “legitimate peripheral participation” intersects with the sociological dimensions of research regarding PLT practitioners’ engagement with scholarship of teaching and learning.
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