520 KB46 KB200520252018Ličen, Nivesletnik:24številka:3str. 41-55ISSN:1408-032XCOBISSID_HOST:69365090URN:URN:NBN:SI:doc-CKB43IN9enDruštvo antropologov SlovenijeAnthropological notebooksadult educationizobraževanje odraslihlearninglocal knowledgelokalno znanjeruralruralno okoljesociocultural practicesociokulturna praksaučenjewomanwomenženskeAnthropology of knowledge| rural women and lifeplace learning|A study of learning in rural women's daily life was carried out with the purpose of establishing a framework to interpret learning as a sociocultural practice in the rural context. The theoretical framework was constructed of the following concepts: lifeplace learning, knowledge and phenomenological methodology. The empirical study followed a qualitative paradigm of narrative research. Participatory observation and interviews were used. The research target group were women in their late middle years (between 45 and 65 years of age), living in a rural environment. Data was collected from 2013 to 2016. We found that learning as experienced by our respondents is influenced by various factors, which can be understood as a whole or an ecology of learning that undergoes constant development. The ecology of learning contains various strategies, content and the patterns of social power, which in specific narrations make up a subjective knowledge network and, in the local environment, an emergent sociocultural knowledge networkRaziskava učenja v vsakdanjem življenju podeželskih žensk je bila opravljena z namenom oblikovati okvir za interpretacijo učenja kot sociokulturne prakse v ruralnem kontekstu. Teoretski okvir so tvorili koncepti: učenje v vsakdanjem življenju, znanje in fenomenološka metodologija. Empirična raziskava je sledila kvalitativni paradigmi narativnega raziskovanja. Uporabljeno je bilo participatorno opazovanje in intervjuji. Ciljna skupina sodelujočih v raziskavi so bile ženske poznih srednjih let (med 45 in 65), ki živijo v kmečkem okolju. Podatke smo zbirali od 2013 do 2016. Ugotovili smo, da na učenje, kot ga doživljajo sogovornice, vplivajo različni dejavniki, ki jih lahko razumemo kot nenehno razvijajočo se celoto ali ekologijo učenja. Slednja vsebuje različne strategije, vsebine in vzorce socialne moči, ki v posameznih naracijah sestavljajo subjektivno mrežo znanja, v lokalnem okolju pa porajajočo se sociokulturno mrežo znanjaTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaDruštvo antropologov Slovenije