ABSTRACT
The value of theory is that it allows one to see the previously invisible and to see the previously visible in new ways. The danger of theory is that it can function like a set of blinders, restricting what one sees and how one sees it. Interested in exploring the social nature of learning, the author chose a theoretical framework grounded in sociocultural literature. Sociocultural theorists from a wide variety of disciplines argue that an exclusive focus on individuals is misguided. Lave and Wenger emphasise that legitimate peripheral participation is not itself an educational form, much less a pedagogical strategy or a teaching technique. Although the original seed of the author's doctoral study was Lave and Wenger's theoretical framework, it was necessary for the author to understand the origins of their work. Although Vygotsky's concepts can be applied broadly, it is the educational implications of his work that are particularly relevant to the author's research project.
