It is exactly in those organizations in which control through the narrowing, trivialization, and decomposition of full participation is most common—in schools and workplaces—that learning is most often an institutional motive and yet, by the argument here, most likely to fail (Lave, 1991,p.78).
Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63–82). Washington, DC: American Psychological Association.