Legitimate Peripheral Participation (LPP) in Community-based Child-rearing Support Centers (CCSCs)

2020 ◽  
Author(s):  
Atsushi Nishio
Keyword(s):  
Child Rearing ◽  
Legitimate Peripheral Participation ◽  
Community Based ◽  
Peripheral Participation

Early Handoff Training as a Mechanism for Legitimate Peripheral Participation in the Surgery Clerkship

2016 ◽  
Vol 223 (4) ◽  
pp. e178
Author(s):  
Rebecca L. Hoffman ◽  
Steven R. Allen ◽  
Patricia Pratt-Terry ◽  
Meera Gupta ◽  
Carla S. Fisher
Keyword(s):  
Legitimate Peripheral Participation ◽  
Peripheral Participation

Legitimate Peripheral Participation in a Makerspace for Emancipated Emerging Adults

2018 ◽  
Vol 8 (2) ◽  
pp. 144-158
Author(s):  
Rachel N. Bonnette ◽  
Kevin Crowley
Keyword(s):  
Community Of Practice ◽  
Emerging Adults ◽  
Exploratory Study ◽  
Transitional Housing ◽  
Legitimate Peripheral Participation ◽  
Foster Care Youth ◽  
Safe Spaces ◽  
Transition Into Adulthood ◽  
Peripheral Participation ◽  
Housing Facility

Following emancipation from foster care, youth often transition into adulthood without the support of family or school. For some emancipated emerging adults (EEAs), alternative support may come from informal educational programs like makerspaces—safe spaces to learn, explore identities, build relationships, and become entrepreneurs. This exploratory study uses Lave and Wenger’s concept of legitimate peripheral participation as a lens to for analyzing the diverse relationships of three EEAs (ages 20, 22, and 25) to the maker community of practice, as they live in a transitional housing facility and engage with its on-site makerspace and its affiliated museum.

scholarly journals EVERYDAY TALK: The Construction of Student Identities

2014 ◽  
Vol 2 (1) ◽  
pp. 30
Author(s):  
Faishal Zakaria
Keyword(s):  
Identity Construction ◽  
Graduate Student ◽  
Legitimate Peripheral Participation ◽  
Everyday Talk ◽  
Search Data ◽  
Student Identities ◽  
Peripheral Participation ◽  
Expert Novice

This brief article discusses the notion of Identity Construction through everyday talk among interlocutors. In particular, this article discusses how I construct and co-construct my identities as a graduate student as I communicate with others. The re-search data used in this article was analysed through the framework of expert-novice constitution, co-construction, and legitimate peripheral participation. The data show their relevance to the notions of expert-novice, co-construction, and legitimate peripheral participation where the interlocutors are actively negotiating their identities as they try to claim their right to speak.

Participatory Disaster Management Learning Built on the Theory of Legitimate Peripheral Participation

2011 ◽  
Vol 6 (2) ◽  
pp. 258-270 ◽  
Author(s):  
Hideyuki Shiroshita ◽  
◽  
Katsuya Yamori ◽  
Keyword(s):  
Disaster Management ◽  
Management Education ◽  
Theoretical Interpretation ◽  
Double Bind ◽  
Legitimate Peripheral Participation ◽  
Learning Program ◽  
Perfect Score ◽  
Management Learning ◽  
New Type ◽  
Peripheral Participation

In some areas in Japan, there have been times when even though it was desirable to evacuate the area in order to prevent or reduce the amount of damage wrought by disaster, the actual evacuation rate was low. The double bind theory has been introduced in this situation, and a new theoretical interpretation has been obtained. However, no specific countermeasures have been presented to overcome the “expert and non-expert” structure shown in the double bind theory to be a problem of disaster management. This paper depends on the “theory of legitimate peripheral participation,” and it aims to build up a model of what the new disaster management education should be to overcome this problem. For the model not to become empty, this paper also introduces the “learning program built on the Manten Project (Perfect-score Project),” which is an example of a new type of participatory disaster management learning program implemented based on the model.

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