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The End of the Learning Region as We Knew It; Towards Learning in Space

Listed author(s):
  • Robert Hassink
  • Claudia Klaerding
Registered author(s):

    Hassink R. and Klaerding C. The end of the learning region as we knew it; towards learning in space, Regional Studies . Since its launch in the mid-1990s, the learning region has been much debated by academics and applied in regional policies, which are as such positive signs. However, the concept has also been criticized for its fuzziness and its spatial (or regional) fetishism. By applying a cultural and relational perspective, the paper postulates a shift from the learning region concept that studies regions as places of learning to a new analytical framework, learning in space, which studies culture-influenced learning processes in relations or networks of people and organizations. Hassink R. and Klaerding C. 一如我们所知的学习型区域的终结:迈向在空间中学习, 区域研究 。学习型区域的概念自 1990 年代中期肇生后,便在学术界引发广泛的辩论,并将之应用于区域政策中,这些就其 本身而言皆为正面的象征。但此一概念却也因为过度模糊与空间(或区域)崇拜而受 到批评。本文采取文化与相对性之视角,提出由研究区域做为学习之地的学习型区域 概念,转换为新的分析架构—在空间中学习,该架构研究在人际与组织关系和网络中 ,受到文化影响的学习进程。 学习型区域 在空间中学习 文化视角 相对性视角 Hassink R. et Klaerding C. La fin de la région d'apprentissage telle que nous la connaissons; vers l'espace d'apprentissage, Regional Studies . Depuis son lancement au milieu des années 1990, la région d'apprentissage est fortement remise en cause par les universitaires et mise en oeuvre quant à la politique régionale, ce qui constitue à ce titre un signe positif. Cependant, cette notion a fait l'objet de critiques pour son imprécision et pour son fétichisme spatial (ou régional). En abordant la question d'un point de vue culturel et relationnel, cet article cherche à postuler le passage de la notion d'une région d'apprentissage, qui considère les régions comme des lieux d'apprentissage, à un nouveau cadre analytique, à savoir l'espace d'apprentissage, qui étudie les processus d'apprentissage influencés par la culture dans le cadre des relations ou des réseaux de personnes et d'organisations. Région d'apprentissage Espace d'apprentissage Point de vue culturel Point de vue relationnel Hassink R. und Klaerding C. Das Ende der gewohnten lernenden Region: auf dem Weg zum Lernen im Raum, Regional Studies . Seit ihrer Einführung Mitte der neunziger Jahre wurde die lernenden Region in der Wissenschaft ausführlich debattiert und in der Regionalpolitik umgesetzt, was an sich positive Zeichen sind. Allerdings wurde das Konzept auch für seine Verschwommenheit und seinen räumlichen (oder regionalen) Fetischismus kritisiert. In diesem Beitrag postulieren wir durch Anwendung einer kulturellen und relationalen Perspektive eine Verlagerung von dem Konzept der lernenden Region, bei dem Regionen als Orte des Lernens untersucht werden, zu einem neuen analytischen Rahmen -- dem Lernen im Raum --, bei dem kulturell beeinflusste Lernprozesse in Beziehungen oder Netzwerken von Menschen und Organisationen untersucht werden. Lernenden Region Lernen im Raum Kulturelle Perspektive Relationale Perspektive Hassink R. y Klaerding C. El fin de la región de aprendizaje tal como la conocemos; hacia el aprendizaje en el espacio, Regional Studies . Desde su introducción a mediados de los noventa, la región de aprendizaje ha sido debatida en gran medida por académicos y aplicada en políticas regionales, lo que en sí son indicios positivos. Sin embargo, este concepto también se ha criticado por su ambigüedad y fetichismo espacial (o regional). Al aplicar una perspectiva cultural y relacional, en este artículo postulamos un cambio del concepto de región de aprendizaje que estudie las regiones como lugares de aprendizaje a una nueva estructura analítica, el aprendizaje en el espacio que estudie los procesos de aprendizaje influidos por la cultura en las relaciones o las redes de personas y organizaciones. Región de aprendizaje Aprendizaje en el espacio Perspectiva cultural Perspectiva relacional

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    Article provided by Taylor & Francis Journals in its journal Regional Studies.

    Volume (Year): 46 (2012)
    Issue (Month): 8 (June)
    Pages: 1055-1066

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    Handle: RePEc:taf:regstd:v:46:y:2012:i:8:p:1055-1066
    DOI: 10.1080/00343404.2012.705823
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