Communities of Practice: Learning, Meaning, and IdentityThis book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic. |
From inside the book
Results 1-5 of 79
Page xix
... definition of increasingly more efficient and detailed processes by which people's actions are prescribed, then it makes sense to engineer and re-engineer these processes in abstract ways and then roll them out for implementation. But ...
... definition of increasingly more efficient and detailed processes by which people's actions are prescribed, then it makes sense to engineer and re-engineer these processes in abstract ways and then roll them out for implementation. But ...
Page 5
... defined as worth pursuing and our participation is recognizable as competence . 4 ) Identity : a way of talking about how learning changes who we are and creates personal histories of becoming in the context of our communities . Clearly ...
... defined as worth pursuing and our participation is recognizable as competence . 4 ) Identity : a way of talking about how learning changes who we are and creates personal histories of becoming in the context of our communities . Clearly ...
Page 10
... definition of in- creasingly more efficient and detailed processes by which people's ac- tions are prescribed , then it makes sense to engineer and re - engineer these processes in abstract ways and then roll them out for imple ...
... definition of in- creasingly more efficient and detailed processes by which people's ac- tions are prescribed , then it makes sense to engineer and re - engineer these processes in abstract ways and then roll them out for imple ...
Page 12
... defined field of conceptual inquiry at the intersection of philosophy , the social sciences , and the humanities.3 In this context , I see a social theory of learning as being located at the intersection of intellectual traditions along ...
... defined field of conceptual inquiry at the intersection of philosophy , the social sciences , and the humanities.3 In this context , I see a social theory of learning as being located at the intersection of intellectual traditions along ...
Page 17
... defined by practice and to mechanisms by which these configurations become contexts for identity formation . 3 ) It requires a theory of power by which to characterize the for- mation of identity in practice as the ability to negotiate ...
... defined by practice and to mechanisms by which these configurations become contexts for identity formation . 3 ) It requires a theory of power by which to characterize the for- mation of identity in practice as the ability to negotiate ...
Contents
Meaning | 51 |
Negotiation of meaning | 52 |
Participation | 55 |
Reification | 57 |
The duality of meaning | 62 |
Community | 72 |
Mutual engagement | 73 |
Joint enterprise | 77 |
Engagement | 174 |
Imagination | 175 |
Alignment | 178 |
Belonging and communities | 181 |
The work of belonging | 183 |
Identification and negotiability | 188 |
Identification | 191 |
Negotiability | 197 |
Shared repertoire | 82 |
Negotiating meaning in practice | 84 |
Learning | 86 |
The dual constitution of histories | 87 |
Histories of learning | 93 |
Generational discontinuities | 99 |
Boundary | 103 |
The duality of boundary relations | 104 |
Practice as connection | 113 |
The landscape of practice | 118 |
Locality | 122 |
Constellations of practices | 126 |
The local and the global | 131 |
Knowing in practice | 134 |
Identity | 143 |
A focus on identity | 145 |
Some assumptions to avoid | 146 |
Structure of Part II | 147 |
Identity in practice | 149 |
participation and reification | 150 |
Community membership | 152 |
Trajectories | 153 |
Nexus of multimembership | 158 |
Localglobal interplay | 161 |
Participation and nonparticipation | 164 |
Identities of nonparticipation | 165 |
Sources of participation and nonparticipation | 167 |
Institutional nonparticipation | 169 |
Modes of belonging | 173 |
The dual nature of identity | 207 |
Social ecologies of identity | 211 |
Learning communities | 214 |
Epilogue Design | 223 |
Design for learning | 225 |
Design and practice | 228 |
Structure of the Epilogue | 229 |
Learning architectures | 230 |
Dimensions | 231 |
Components | 236 |
A design framework | 239 |
Organizations | 241 |
Dimensions of organizational design | 242 |
Organization learning and practice | 249 |
Organizational engagement | 250 |
Organizational imagination | 257 |
Organizational alignment | 260 |
Education | 263 |
Dimensions of educational design | 264 |
a learning architecture | 270 |
Educational engagement | 271 |
Educational imagination | 272 |
Educational alignment | 273 |
Educational resources | 275 |
Notes | 279 |
Bibliography | 301 |
Index | 309 |
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Common terms and phrases
ability actions activities alignment Alinsu argued Ariel artifacts aspects become boundary objects broader Chapter claims processors Coda communities of prac communities of practice complex connections constitute context coordination create defined develop dimensions discontinuities discourses discuss Donald Schön duality economy of meaning educational design engagement in practice enterprise experience of meaning focus forms of participation global iden identification and negotiability identity of participation imagination individual inherent instance institutional institutionalized interaction interpretation involved issues Jean Lave John Seely Brown kind knowledge learning community lives membership ment modes of belonging multimembership munities of practice mutual engagement negotiating meaning negotiation of meaning newcomers organization organizational organizational learning ownership of meaning participation and non-participation participation and reification peripheral person perspective production reflect regime of competence relations repertoire requires sense shared practice social theory specific structure talk tice tion trajectories understand worksheet