LAUSR

ABSTRACT Drawing on Lave & Wenger’s concept of situated learning and Apple’s premise that daily interactions at school construct what is considered legitimate knowledge, this article examines the discourses of teaching and learning circulating among students. Through interviews and open-ended, online surveys, we trace how nine different discourses of teaching and learning construct knowledge about learning, the role of education, and the norms and values associated with higher education. Ultimately, these discourses reflect ideologies that socialize students into a community of practice that is characterized by dynamic, affective, and personalized pedagogies, relying on the idiosyncrasies of the people involved rather than generic scripts for best practices. Understanding the discourses of teaching and learning our students draw upon to make sense of their experiences in our classrooms can better position teachers and administrators to clarify or shift ideologies that are counterproductive to learning.