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Somerville’s place pedagogy framework is introduced to guide research into the pedagogies sustaining social attributes in these settings. The discussion positions dances and markets as a nexus of people, place, and purpose.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/australian-journal-of-adult-learning-volume-48-number-3-november-2008-diverse-pleasures-informal-learning-in-community/594373/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/australian-journal-of-adult-learning-volume-48-number-3-november-2008-diverse-pleasures-informal-learning-in-community/594373.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"这篇论文主要研究什么？","Question",{"text":63,"@type":64},"论文以社会舞蹈和社区市场为例，探讨成人在社区中的非正式（informal）学习如何发生，以及它如何与地方营造和社区参与相联系。","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"论文如何理解“非正式学习”与“地方（place）”？",{"text":68,"@type":64},"论文将非正式学习视为发生在休闲时间而非明确教学安排中；“地方”则被理解为环境、社会与经济景观彼此交织的结果。",{"name":70,"@type":61,"acceptedAnswer":71},"论文采用什么方法论来支撑研究？",{"text":72,"@type":64},"论文引入 Somerville 的 place pedagogy 框架，作为研究社会舞蹈与社区市场中非正式学习的研究方法，并探索其所维系的社会属性。","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},594373,1792171105,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Adult Learning Volume 48, Number 3, November 2008  \nDiverse pleasures: informal learning in community  \nPhoenix de Carteret  \nMonash University, Gippsland, Victoria  \nIn this paper I suggest that social dances and local markets are examples of resilient practices of place-making and community that involve active participation. These two activities create mobile and pliant communities of participants that involve considerable informal and incidental learning. With dances and markets in mind, I look at the two concepts, social capital and community, that are used to link adult education and development and explore the notion of place. Place is conceived here as necessarily involving the inter-relationship of environment, social and economic landscapes. Somerville’s place pedagogy framework is introduced as a methodological approach to research informal learning in the two activities and explore the pedagogies that sustain social attributes broadly conceived under the umbrella of social capital. The paper establishes dances and markets as a nexus of people, place and purpose, a ground from which to research the informal learning that occurs in these diverse pleasures.  \nDiverse pleasures: informal learning in community 503  \nIntroduction  \nAdult education is assuming an increasingly central place in community development as a means to strengthen and sustain communities by building the store of social, human and economic capital (Allison et al. 2006:11). With local regions impacted by change driven by globalisation, the recognition that adult learning ‘eases the burden of change’(Falk 2001:3) and has transformative potential, is focusing attention on the significance of community-based education (McIntyre 2005:1). With this, there is a developing awareness that useful learning often takes place incidental to educational purposes in adult and community education, for example the development of social capital in adult literacy and numeracy courses (Balatti, Black & Falk 2007) . However, even with recognition of the importance of informal learning to the development of social capital and community sustainability, attention has remained largely on settings where education and learning are overtly part of the agenda.  \nMeanwhile, research into non-formal education has typically looked at workplaces, libraries and neighbourhood learning centres, and research focused on less formal learning through voluntary participation in groups has been primarily interested in sporting and incorporated associations (see for example, Atherley 2006, Stolle 1998, Teather 1997). Whereas non-formal learning involves an intended pedagogical function and takes place in time formally set aside for work and learning, informal learning is conceived as taking place in leisure time (Silberman-Keller 2003:14). Now, when popular culture is acknowledged as a significant source of information for adults (Guy 2007:16), and when contemporary social and environmental issues confront individuals with uncertainty, then understanding how, what, where and when adults learn informally is increasingly of interest. This is particularly important when, as the editors of a special edition of New directions in adult and continuing education pointed out, contemporary issues are complex and people  \n504 Phoenix de Carteret  \ncan easily feel overwhelmed (Hill & Clover 2003:1). Complexity can be a barrier to people envisioning how they can ‘make a difference, thereby engendering feelings of hopelessness, fear, confusion and apathy’(Hill & Clover 2003:1) .  \nIt is timely to explore informal learning in community settings other than those understood as having an educational dimension. Mulligan et al. (2006:9) argue that ‘we need a much more sophisticated understanding of the changing nature of contemporary community life’and the activities that play a part in this require‘careful investigation’ to understand how they work (2006:9) .  \nThey explain that greater at","cbCaikLSVT62MA4i","https://ap.wps.com/l/cbCaikLSVT62MA4i","pdf",170423,"English","# Introduction\n## Adult education and community development\n## Informal learning in leisure time\n## Complexity and the need to understand learning processes\n## Research focus on community settings\n# Background\n## Social dances and community markets as participatory sites","[{\"question\":\"这篇论文主要研究什么？\",\"answer\":\"论文以社会舞蹈和社区市场为例，探讨成人在社区中的非正式（informal）学习如何发生，以及它如何与地方营造和社区参与相联系。\"},{\"question\":\"论文如何理解“非正式学习”与“地方（place）”？\",\"answer\":\"论文将非正式学习视为发生在休闲时间而非明确教学安排中；“地方”则被理解为环境、社会与经济景观彼此交织的结果。\"},{\"question\":\"论文采用什么方法论来支撑研究？\",\"answer\":\"论文引入 Somerville 的 place pedagogy 框架，作为研究社会舞蹈与社区市场中非正式学习的研究方法，并探索其所维系的社会属性。\"}]","Australian Journal of Adult Learning - Volume 48 - Number 3 - November 2008 - Diverse pleasures: informal learning in community | PDF",1792079035]