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 90
Page i
Learning, Meaning, and Identity Etienne Wenger. Communities of Practice presents a theory of learning that starts with this assumption: engagement in social practice is the fundamental process by which we learn and so become who we are ...
Learning, Meaning, and Identity Etienne Wenger. Communities of Practice presents a theory of learning that starts with this assumption: engagement in social practice is the fundamental process by which we learn and so become who we are ...
Page
Learning, Meaning, and Identity Etienne Wenger. Communities of Practice presents a theory of learning that starts with this assumption : engagement in social practice is the fundamental pro- cess by which we learn and so become who we ...
Learning, Meaning, and Identity Etienne Wenger. Communities of Practice presents a theory of learning that starts with this assumption : engagement in social practice is the fundamental pro- cess by which we learn and so become who we ...
Page 6
... Communities of practice are everywhere We all belong to communities of practice . At home , at work , at school , in our hobbies - we belong to several communities of practice at any given time . And the communities of practice to which ...
... Communities of practice are everywhere We all belong to communities of practice . At home , at work , at school , in our hobbies - we belong to several communities of practice at any given time . And the communities of practice to which ...
Page 7
... communities of prac- tice do not have a name and do not issue membership cards . Yet , if we care to consider our own life from that perspective for a moment , we can all construct a fairly good picture of the communities of practice we ...
... communities of prac- tice do not have a name and do not issue membership cards . Yet , if we care to consider our own life from that perspective for a moment , we can all construct a fairly good picture of the communities of practice we ...
Page 8
... communities of practice through which an organiza- tion knows what it knows and thus becomes effective and valuable as an organization . Learning in this sense is not a separate activity . It is not something we do when we do nothing ...
... communities of practice through which an organiza- tion knows what it knows and thus becomes effective and valuable as an organization . Learning in this sense is not a separate activity . It is not something we do when we do nothing ...
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 |
Other editions - View all
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