Jean Lave, School of Information, University of California, Berkeley

Abstract: the book, Situated Learning: Legitimate Peripheral Participation, sought to broaden
the field of analytic questions in which learning was surely a central issue: questions about
continuity and change in everyday practices, intergenerational relations, the re-production of
complex heterogeneous (work) practices, and the production and displacement of participants —
apprentices, veterans, others – together. How does the central argument hold up (in my view)
after twenty years? What was it supposed to do? And what happened to it as it was taken up in a
variety of contexts, over the two decades since its publication?