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. |
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Seite iii
... The Management Centre, King 's College, London LUCY A. SUCHMAN, Centre for Science Studies and Department of Sociology, Lancaster University, UK Plans and Situated Actions: The Problem ofHuman—Machine Communication LUCY A. SUCHMAN ...
... The Management Centre, King 's College, London LUCY A. SUCHMAN, Centre for Science Studies and Department of Sociology, Lancaster University, UK Plans and Situated Actions: The Problem ofHuman—Machine Communication LUCY A. SUCHMAN ...
Seite iv
... Sociocultural Practice and Theory ofEducation GORDON WELLS Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry CAROL D. LEE and PETER SMAGORINSKY Technology in Action CHRISTIAN HEATH and ...
... Sociocultural Practice and Theory ofEducation GORDON WELLS Vygotskian Perspectives on Literacy Research: Constructing Meaning Through Collaborative Inquiry CAROL D. LEE and PETER SMAGORINSKY Technology in Action CHRISTIAN HEATH and ...
Seite xvi
Participating in a playground clique or in a work team, for instance, is both a kind of action and a form of belonging. Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Participating in a playground clique or in a work team, for instance, is both a kind of action and a form of belonging. Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Seite xviii
... because the concepts we use to make sense of the world direct both our perception and our actions. We pay attention to what we expect to see, we hear what we can place in our understanding, and we act according to our world views.
... because the concepts we use to make sense of the world direct both our perception and our actions. We pay attention to what we expect to see, we hear what we can place in our understanding, and we act according to our world views.
Seite xix
We will have to value the work of community building and make sure that participants have access to the resources necessary to learn what they need to learn in order to take actions and make decisions that fully engage ...
We will have to value the work of community building and make sure that participants have access to the resources necessary to learn what they need to learn in order to take actions and make decisions that fully engage ...
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Inhalt
The concept of practice | 2 |
Community | 15 |
Learning | 24 |
Boundary | 34 |
Locality | 46 |
Knowing in practice | i |
A focus on identity | ii |
Participation and nonparticipation | 7 |
Modes of belonging | 8 |
Identification and negotiability | |
Learning communities | |
Design for learning | |
Organizations | |
Education | |
Bibliography | |
Andere Ausgaben - Alle anzeigen
Communities of Practice: Learning, Meaning, and Identity Etienne Wenger Eingeschränkte Leseprobe - 1999 |
Häufige Begriffe und Wortgruppen
ability actions activities alignment Alinsu argued Ariel artifacts aspects become boundary objects boundary practices broader brokering Chapter claims processors Coda communities of practice complex conflicts connections constellation of practices constitute context conversations coordination create defined desk develop dimensions discuss duality economy of meaning emergent structure engagement in practice experience of meaning explicit focus forms of participation global identification and negotiability identity of participation imagination individual influence inherent instance institutional institutionalized interaction interpretation involved issues Jean Lave John Seely Brown kind knowledge learning community lives Medicare modes of belonging multimembership mutual engagement negotiating meaning negotiation of meaning newcomers one’s organization ownership of meaning participation and non-participation participation and reification peripheral person perspectives procedure production reflect regime of competence relations repertoire requires sense shape shared practice social configurations specific structure talk theory things trajectories transformation understanding various
Bibliografische Informationen
| Titel | Communities of Practice: Learning, Meaning, and Identity Learning in Doing: Social, Cognitive and Computational Perspectives |
| Autor/in | Etienne Wenger |
| Verlag | Cambridge University Press, 1999 |
| ISBN | 1107268370, 9781107268371 |
| Zitat exportieren | BiBTeX EndNote RefMan |