We approached the considerable body of literature on learning in collaborative situations in order to explore the possibility of pulling the separate strands into a broad conceptual framework which might offer new insights. The literature focus in the framework was deliberately upon the...

In this article we address a key tension in the literature. That is, whether the knowledge status of a tradition is largely preserved passively, under tradition’s own authority, or alternatively preserved through deliberate, individual interpretive acts. Through empirical research in three...