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Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has emerged in the field, the authors believe it is time to reflect on it because of several ambiguities that have emerged from its use, which is the purpose of this study

The authors carried out a metasynthesis of learning scientists’ school enculturation discourse. This included reviewing the concept within 84 articles found in six leading and relevant learning sciences journals.

This study’s findings show that school enculturation discourse is divided between those that view it unidirectionally, bidirectionally or both, and that three reifications of associated cultures (authentic, designed and traditional) together with various conduits frame the way learning environments are designed to facilitate enculturation.

This metasynthesis can help advance sociocultural research in schools by clarifying the meaning and conceptualization of a central idea in the field.

This study can help teachers and educational researchers clarify the role that culture has in the designs of their learning environments.

Culture is a vital facet of learning; designers of learning environments need to understand the way culture interplays with learning.

As this research shows, current school enculturation discourse is vague and often appears to be applied inconsistently. It is vital for any field to reflect on its own discourse to sharpen the conceptual tools that it uses so that it can advance.

The purpose of this paper is to determine whether the Generation Y segment in Australia perceive athletes as role models, and if so, do they engage in positive word‐of‐mouth (POWM) recommendation behaviour. This paper also explores the influence of gender and English language enculturation on PWOM recommendation behaviours of Generation Y.

Interviewer administered questionnaires were conducted on members of Generation Y in Melbourne, Australia. A series of correlation and OLS regression analyses were performed on a sample of 221 Generation Y consumers.

This study found that Generation Y generally perceives athletes as role models and this influenced the Generation Y segment to engage in POWM recommendation behaviours for products/services/brands endorsed by the athlete role model. The results indicate that gender does not play a significant role in this process. However non‐English language enculturated members of Generation Y were found to be more likely to engage in POWM recommendation behaviours for endorsed products/services/brands.

Athlete endorsement strategies are expected to be effective in reaching and communicating with the lucrative Generation Y population. As a result, firms and marketing practitioners should strongly consider utilising favourite athletes of Generation Y to endorse products/services/brands to this consumer segment.

Past studies suggest that gender is a common differentiator in Generation Y's willingness to engage in POWM recommendation behaviour about endorsed products/services/brands by their favourite athlete. This study suggests that English language enculturation may be more effective in differentiating such behaviour, particularly in an Australian context.

This article aims to report on a qualitative study that investigates the enculturation of a group of pre-service English language teachers over four years of a Bachelor of Education degree offered in a women ' s college in the United Arab Emirates.

Bourdieu ' s “thinking tools” of field, habitus and capital provide the overarching theoretical framework and analytic tools to examine the processes of enculturation which impact on the student teachers as they participate in a program based on Western-oriented theories and practices. The study draws upon data gathered from focus group interviews with student teachers in the first and fourth years of the program to provide insights into their ways of thinking as future Emirati English language teachers. The article discusses the priorities that emerge as these student teachers validate, or otherwise, the theoretical principles and practices legitimated through the program.

The findings suggest that influences bound by local, cultural and social forces contribute significantly to the student teachers ' perceived capacity to think and act as future Emirati English language teachers.

The study is limited to one site but, given the findings, similar investigations into processes of enculturation and the appropriation or resistance of essential aspects of English language teacher training could be undertaken.

There is limited research into English language teacher education programs in the Arab world. This research has potential applications for English language teacher education programs where there is intent to effect educational reform.

This paper's purpose is to account for liberal education's characteristic incoherence.

Its approach is to sketch a dilemma created by cultures being inherently conservative, while nations, in order to be internationally competitive, need to be innovative. The definitional and systemic bases of culture's conservatism offer no point of attack; but a third base is enculturation, which does.

Shortly after puberty, society's more promising young people are strongly urged to leave home for an extended period, and be exposed to ways of acting and thinking that often clash with how they have been brought up. They are encouraged to explore new subjects and indulge their curiosity; they are encouraged to “think outside the box” of their own enculturation. The incoherence of liberal education leaves them not with a sense of closure, but in a state of constructive confusion conducive to innovation in all aspects of life. Liberal education thus serves the social function of countering the anti-innovative tendency of culture.

Attempts to impose coherence on undergraduate educational experience by “tying things all together” for students are ill-advised.

Seeing incoherence as a desirable rather than deplorable feature of undergraduate liberal education can help us facilitate rather than inadvertently inhibit innovative thought and action in the rising generation.

This report examines the function of experience in the role of vice‐principal as preparation for the school principalship, proposing that a dysfunctional socialization outcome of this career entry pattern is the development of a role orientation that emphasizes managing rather than leading the school. The authors differentiate these two dimensions of the administrative role by suggesting that the managerial function emphasizes organizational stability and maintenance of the day‐to‐day operation, and that the leadership function emphasizes improvements in instructional and organizational arrangements facilitating teaching and learning. While a balance in functions is the preferred orientation implicit in theoretical as well as prescriptive models of the principalship, and principals themselves espouse the desirability of an instructional leadership emphasis, most empirical studies of the principalship indicate a substantial skewing of emphasis in the direction of managerial activities. The paper offers an empirically grounded theoretical explanation of this occurrence. Based on data from the studies of the enculturation process and the work activities of vice‐principals, and guided by socialization theory, the report discusses role‐learning implications of experience in the vice‐principalship role and concludes with seven propositions for further study.

Social media (SM) platforms tempt individuals to communicate their perspectives in real-time, rousing engaging discussions on countless topics. People, besides using these platforms to put up their problems and solutions, also share activist content (AC). This study aims to understand why people participate in activist AC sharing on SM by investigating factors related to planned and unplanned human behaviour.

The study adopted a quantitative approach and administered a close-ended structured questionnaire to gather data from 431 respondents who shared AC on Facebook. The data was analysed using hierarchical regression in SPSS.

The study found a significant influence of both planned (perceived social gains (PSGs) , altruism and perceived knowledge (PK)) and unplanned (extraversion and impulsiveness) human behaviour on activist content-sharing behaviour on SM. The moderating effect of enculturation and general public opinion (GPO) was also examined.

Sharing AC on SM is not like sharing other forms of content such as holiday recommendations – the former can provoke consequences (sometimes undesirable) in some regions. Such content can easily leverage the firehose of deception, maximising the vulnerability of those involved. This work, by relating human behaviour to AC sharing on SM, offers significant insights to enable individuals to manage their shared content and waning probable consequences.

This work combined two opposite constructs of human behaviour: planned and unplanned to explain individual behaviour in a specific context of AC sharing on SM.

Cultural traditions should not be lost, and yet because of lifestyle changes, reorganisation of family life and the influence of globalisation, the rich heritage of a country like Finland risks being forgotten. In this chapter, the author argues for ways to redress this situation by ensuring the transmission of traditions, cultural heritage and enculturation through early childhood education.

The purpose of this paper is to analyse the relationship between the characteristics of a blog community and the enabling conditions of knowledge conversion using the knowledge creation cycle and the enabling context (ba) in which knowledge is converted from individual to collective and from tacit to explicit.

A literature review is used to identify environmental factors and enabling conditions for knowledge conversion and the sense of community within blog communities as well as a blog‐based virtual ethnography of a blog community.

The paper proposes ten potential enabling conditions that influence the sense of community in blog environments, and which facilitate the ba of socialisation (originating ba) and externalisation (conversing ba) necessary for conversion of tacit knowledge between individuals.

This study observed one blog community over a five‐month period of time. Future research could be extended to examine multiple networked blog communities from the inception of the communities.

Previous research on the ability of virtual environments to facilitate ba for tacit knowledge conversion is limited. The paper develops an important connection between virtual environments and tacit knowledge conversion, which have implications for organisations whose members are not physically co‐located but must share knowledge.