Situated Learning: Waitangi 2012

Developed by Lave and Wenger (1991), situated learning:

follow[s] three postulates: (1) Classroom leaning by its very nature is out of context and irrelevant. (2) Knowledge presented in the context of work settings and applications is most relevant and effective. (3) Learning is a highly social, interactive activity that involves a great deal of collaboration and mentoring. (Leonard, 2002, p. 174)

I was priviledged to observe situated learning in operation during a trip to Waitangi (New Zealand) from 3 to 7 February. A mix of postgraduate and undergraduate students of the Treaty of Waitangi were mentored at the site of its first signing. Staff were supported through peer-to-peer engagements and individual exploration. Together, the group developed contextualised knowledge of the Treaty and the construction of political sites by the media. The group continues as a community of practice through Facebook and campaigns.

Situated learning for students of politics is not new. Brubaker (2011), for example, discusses situated learning in the form of voluntary placements in a mayoral campaign. The uniqueness of the Waitangi example is its location and the subjective experiences of the learners and teachers alike. I look forward to next year.