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Appropriation (education)
Appropriation is the process of constructing knowledge from social and cultural sources, and integrating it into pre-existing schemas.〔Billett (1998), Johnson et al (2003)〕 It is a developmental process that comes about through socially formulated, goal-directed, and tool-mediated actions.〔Cook et al (2002), Grossman et al (1999)〕 Appropriation draws on the developmental theories of Piaget and Vygotsky, as both the cognitive and social-constructivist views of learning are equally emphasized.〔Billett (1998)〕 Henry Jenkins, discusses appropriation as "the ability to meaningfully sample and remix the content(s)" of our culture for new expressive purposes. Jenkins noted that many literature classes in schools are embracing appropriation. A common example of appropriation at its finest is Ricardo Pitts-Wiley's "Moby-Dick: Then and Now," a contemporary reworking of Herman Melville's Moby-Dick narrative. Fundamental to appropriation is the idea that knowledge is socially constructed and that the student plays an active role in its construction.〔Cook et al (2002), Grossman et al (1999)〕 Appropriation has occurred when the student has adapted the information in a way that is meaningful to them and they can use the knowledge as their own.〔Cook et al (2002), Grossman et al (1999), Johnson et al (2003)〕
==Activity Theory==
Appropriation in education is often understood and analyzed through activity theory. This theory was developed by Leont’ev and focuses on understanding the socio-cultural context (specifically the setting) learning occurs in.〔Cook et al (2002), Hung (1999), Johnson et al (2003)〕 Activity theory is predicated on the assumption that a person's frameworks for thinking are developed and carried out in specific settings,〔Grossman et al (1999)〕 and that these settings mediate cognitive development.〔Johnson et al (2003)〕 Since appropriation also places a strong emphasis on setting, these theories complement each other when being used to analyze learning environments.
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