Situated Learning Theory and Agentic Orientation: A Relational Sociology Approach

Konstantinos Kakavelakis, Tim Edwards

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)


The orthodox literature on situated learning has favoured a conception of agency which is linked to habitual action and as a consequence it emphasizes learning as routinized enactment based on social cohesion. To highlight the contested nature of situated learning we draw on the case study of situated learning during organizational change and we employ a relational sociology perspective. The latter views agency as a process encompassing iterative, projective and practical evaluative dimensions which unfold in relation to the temporal and structural contexts within which situated learning is embedded. The evidence illustrates situated learning as an emergent process shaped by the diverse modes in which actors—operating in a context imbued with ambiguity—connected with a seemingly shared set of principles informing their practice.
Original languageEnglish
Pages (from-to)475-494
Number of pages20
JournalManagement Learning
Issue number5
Publication statusPublished - 25 Nov 2012


  • Agentic orientation
  • Relational sociology
  • Situated learning


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