Learning Practices and Interpretative Modes in Collaborative Contexts

In this paper we consider the role of interpretation in the practices associated with learning in collaborative contexts. The existing literature has developed theories of how practice learning occurs within coherent communities, typically through assimilation into an agreed set of meanings, skilled practices and legitimated judgement, or taste. But less is known about the interpretative nature of cross-community learning, which can be the aim in collaborations. We analyse a collaborative setting, concerned with interdisciplinary research, in order to develop an understanding of the interpretative dynamics of learning in collaborative contexts. From this research we develop insights on the dynamics arising from alternative interpretative modes of engagement in learning practices. We conclude that the consequences for learning can vary with the interpretative approach – despite close similarities in the underlying learning practices – and develop implications for management education that arise from this.