Appropriation of knowledge

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Appropriation of knowledge is the process of constructing knowledge from social and cultural sources, and integrating it into pre-existing schemas. [1] It is a developmental process that comes about through socially formulated, goal-directed, and tool-mediated actions. [2] Appropriation draws on the developmental theories of Piaget and Vygotsky, as both the cognitive and social-constructivist views of learning are equally emphasized. [3] Henry Jenkins, discusses appropriation as "the ability to meaningfully sample and remix the content(s)" [4] of our culture for new expressive purposes. Jenkins noted that many literature classes in schools are embracing appropriation. A common example of appropriation at its finest is Ricardo Pitts-Wiley's "Moby-Dick: Then and Now," a contemporary reworking of Herman Melville's Moby-Dick narrative. Fundamental to appropriation is the idea that knowledge is socially constructed and that the student plays an active role in its construction. [5] Appropriation has occurred when the student has adapted the information in a way that is meaningful to them and they can use the knowledge as their own. [6]

Knowledge is a familiarity, awareness, or understanding of someone or something, such as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning.

Jean Piaget Swiss psychologist, biologist, logician, philosopher and academic

Jean Piaget was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemology".

Lev Vygotsky Soviet psychologist

Lev Semionovich Vygotsky was a Soviet psychologist, the founder of an unfinished Marxist theory of human cultural and bio-social development commonly referred to as "cultural-historical psychology", a prominent advocate for a "science of the Superman", a new psychological theory of consciousness, and leader of the Vygotsky Circle. As a fervent Spinozist in many respects, he was profoundly influenced by Spinoza's thought.

Contents

Activity theory

Appropriation in education is often understood and analyzed through activity theory. This theory was developed by Aleksei N. Leontiev and focuses on understanding the socio-cultural context (specifically the setting) learning occurs in. [7] Activity theory is predicated on the assumption that a person's frameworks for thinking are developed and carried out in specific settings, [8] and that these settings mediate cognitive development. [9] Since appropriation also places a strong emphasis on setting, these theories complement each other when being used to analyze learning environments.

Education Learning in which knowledge and skills is transferred through teaching

Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs, and habits. Educational methods include storytelling, discussion, teaching, training, and directed research. Education frequently takes place under the guidance of educators and also learners may also educate themselves. Education can take place in formal or informal settings and any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. The methodology of teaching is called pedagogy.

Activity theory is an umbrella term for a line of eclectic social sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Lev Vygotsky, Alexei Leont'ev and Sergei Rubinstein. These scholars sought to understand human activities as systemic and socially situated phenomena and to go beyond paradigms of reflexology and classical conditioning, psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theoretical and applied psychology, and in education, professional training, ergonomics, social psychology and work psychology.

Alexei Nikolaevich Leontiev, was a Soviet developmental psychologist, and the founder of activity theory.

Process of appropriating knowledge

Hung [10] has developed steps through which the appropriation of knowledge usually occurs. The process is as follows:

1. Growing into dependency  (wikt ) (submitting)
the student recognizes the differences between their beliefs/knowledge and the beliefs/knowledge of the teacher. The student accepts the teacher as the leader and submits to their beliefs, knowledge and rules.
2. Dependency (mirroring)
The student adapts strategies to help submit to the beliefs, knowledge and rules of the teacher. The student questions the teacher and other students and begins to co-construct and negotiate meanings.
3. Growing out of dependency (constructing)
the student experiments with the beliefs, knowledge and rules co-constructed with the teacher and other students and uses these ideas outside of the classroom. The student discovers patterns, ideas, concepts and beliefs inherent to the learning community and applies them to other environments.

Five degrees of appropriation

Through research with English teachers, Grossman et al. [11] developed a theory to describe the varying levels of appropriation. The degrees

Lack of appropriation
the student has not appropriated the knowledge. This may occur because the concept being taught is too difficult for the student to comprehend or is too foreign to fit into the learner’s prior frameworks at that point in their development.
Appropriating a label
the student knows the name of the concept but knows none of the features.
Appropriating surface features
the student knows most of the features of the concept, but does not understand how those features contribute to the conceptual whole.
Appropriating conceptual underpinnings
the student grasps the theoretical basis that informs and motivates the use of the concept and is able to make use of the concept in new contexts and for solving new problems. This is the level of appropriation that teachers and students should strive for.
Achieving mastery
the student has the skills to use the concept effectively and to its fullest effect. This should also be strived for, but would likely to years of practice to achieve.

Factors affecting the degree of appropriation

There are a variety of factors that can affect the level of appropriation that the student achieves. Some of these factors are:

Outcomes of appropriation

Through appropriation students construct their own versions of knowledge, allowing internalization of the information they have learned. [17] Their beliefs and behaviours concerning the concepts learned also change. [18] These transformations alter the student’s conception of the information, which will affect how that information is given to others interacting with the student. [19] How knowledge is transferred from one person to the next is an important aspect of appropriation and demonstrates the collaborative aspect of appropriation, where knowledge is constantly being negotiated with other. [20] Collaboratively, students and teachers construct knowledge in a way that is meaningful to them.

Internalization has different definitions depending on the field that the term is used in. Internalization is the opposite of externalization. Generally, internalization describes the psychological outcome of a conscious mind reasoning about a specific subject; the subject is internalized, and the consideration of the subject is internal. Internalization of ideals might take place following religious conversion, or in the process of, more generally, moral conversion. Internalization is directly associated with learning within an organism and recalling what has been learned.

Works Cited

  1. ↑ Billett (1998), Johnson et al (2003)
  2. ↑ Cook et al (2002), Grossman et al (1999)
  3. ↑ Billett (1998)
  4. ↑ Jenkins, Henry. "Multiculturalism, Appropriation, and the New Media Literacies". Henry Jenkins. Retrieved 19 February 2013.
  5. ↑ Cook et al (2002), Grossman et al (1999)
  6. ↑ Cook et al (2002), Grossman et al (1999), Johnson et al (2003)
  7. ↑ Cook et al (2002), Hung (1999), Johnson et al (2003)
  8. ↑ Grossman et al (1999)
  9. ↑ Johnson et al (2003)
  10. ↑ Hung (1999)
  11. ↑ Grossman et al (1999)
  12. ↑ Grossman et al (1999), Johnson et al (2003)
  13. ↑ Grossman et al (1999)
  14. ↑ Billett (1998), Grossman et al (1999), Johnson et al (2003)
  15. ↑ Poleman (2006)
  16. ↑ Poleman (2006)
  17. ↑ Billett (1998)
  18. ↑ Poleman (2006)
  19. ↑ Billett (1998), Cook et al (2002), Johnson et al (2003)
  20. ↑ Billett (1998)

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References

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