Book contents
- New Spaces for Difference
- New Spaces for Difference
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Cover Image
- Part ISpaces for Difference
- Part IILearning Differences in Contemporary Cultural Practices
- Chapter 3On Practice, Practitioners, and the Learning of Futebol in Brazil
- Chapter 4Apprenticeship, Conflicts, and Learning in Bakeries in Denmark
- Chapter 5Co-participative Learning through “Diverse Experts’” Relationality
- Chapter 6Songwriting as Learning
- Part IIILearning from the Margins in Cross-Contextual Struggles
- Part IVContradictory Co-production of Everyday Life with Children
- Index
- References
Chapter 4 - Apprenticeship, Conflicts, and Learning in Bakeries in Denmark
from Part II - Learning Differences in Contemporary Cultural Practices
Published online by Cambridge University Press: 12 August 2026
Book contents
- New Spaces for Difference
- New Spaces for Difference
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Cover Image
- Part ISpaces for Difference
- Part IILearning Differences in Contemporary Cultural Practices
- Chapter 3On Practice, Practitioners, and the Learning of Futebol in Brazil
- Chapter 4Apprenticeship, Conflicts, and Learning in Bakeries in Denmark
- Chapter 5Co-participative Learning through “Diverse Experts’” Relationality
- Chapter 6Songwriting as Learning
- Part IIILearning from the Margins in Cross-Contextual Struggles
- Part IVContradictory Co-production of Everyday Life with Children
- Index
- References
Summary
This chapter examines how baker apprentices in Danish bakeries learn to become bakers. Learning is part of everyday practices shaped by conflictual issues involving, among other factors, economy, gender, power structures, and identities. In the first part of the chapter, I discuss why modern learning theories often fail to integrate contradictions and conflicts as important elements in understanding learning processes. In the second part, I present an ideology of critical relational thinking, drawing on Gramsci and the concept of situated learning (Lave and Wenger 1991), both of which link learning to processes of social change. This perspective foregrounds the role of contradictions and conflicts in shaping practice. In the final section, I apply these ideas empirically, analyzing how apprentices’ everyday activities both reflect and transform the social dynamics of their workplaces.
Keywords
Information
- Type
- Chapter
- Information
- New Spaces for DifferenceCritical Studies of Learning Practices, pp. 84 - 109Publisher: Cambridge University PressPrint publication year: 2026
References
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Nielsen, K. (1999) Musical Apprenticeship: Learning at the Academy of Music as Socially Situated. Århus Universitet: Skriftserie for Psykologisk Institut.Google Scholar
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