Mapping the Working as Learning Framework

The notion of ‘the context of learning’ has provided a persistent and powerful basis for the theoretical and empirical strategies underpinning the research that provides the foundation for this book (see, for example, Lee et al. 2004; Unwin et al. 2007; Fuller et al. 2006). It has also informed other important contributions to the field (e.g. Lave and Wenger 1991; Boreham 2002; Engeström 1994; Rainbird et al. 2004; Evans et al. 2006). In this chapter, however, we present a new articulation of the theoretical and conceptual meanings of ‘context’, which we refer to as the ‘Working as Learning Framework’ (WALF).