Before the discussion of "learning across contexts", I must
refer to the following point as context as constituted rather than
as something given. After the following, the discussion of "learning across
contexts" should come.
That is,
Context is not constituted independently. Shaping one context is embedded
in the other context shaping. One context is interdependently shaped by
shaping of the other context. In other words, one context and the other
context mutually constitute (or mutually disconnect) each other. One
context may be a constituent part of the other and elaborate each other.
That is true in the case of organizing communities.
Further, social organizations such as multiple contexts, divisions of
labor, and communities are not an objective, social reality but products of
situated practices for organizing and for making them mutually
intelligible. Exactly as context, multiple contexts, divisions of labor and
communities are organized, accounted, and formulated by participants of the
practice themselves who utilize various artifacts and become intelligible
for participants rather than objectively defined by researchers.
Naoki Ueno
National Institute for Educational Research, Tokyo