Epistemological Bricolage: How Practitioners Make Sense of Learning

Richard Freeman

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Policy Transfer and Learning Management and Organizational Studies Innovative Education and Learning Practices

Abstract

How do policy makers come to know what they know? How do they think of learning? And how does that inform what they do? In this qualitative, empirical study, public health officials variously display scientific, institutional, and more socially situated epistemological strategies or rationalities. In turn, the study reveals that a key element of what they do is “piecing together,” assembling and literally making sense of different bits of information and experience, often creating something new from what they have acquired secondhand. It shows how much policy making is knowledge work, and how learning might be thought of as a process of epistemological bricolage.

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References

1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1999Communities of practice learning, meaning, and identity 1998Communities of Practice 1996Sensemaking in Organizations 1985Agendas, Alternatives, and Public Policies 1997Organizational Learning: A Theory of Action Perspective 1984Agendas, alternatives, and public policies

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