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 i
The result is a broad conceptual 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, ...
The result is a broad conceptual 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, ...
Seite xvi
Therefore, when I use the concept of “community of practice” in the title of this book, I really use it as a point of entry into a broader conceptual framework of which it is a constitutive element. The analytical power of the concept ...
Therefore, when I use the concept of “community of practice” in the title of this book, I really use it as a point of entry into a broader conceptual framework of which it is a constitutive element. The analytical power of the concept ...
Seite xviii
As I will argue in more detail throughout this book, placing the focus on participation has broad implications for what it takes to understand and support learning. ' For individuals, it means that learning is an issue of engaging in ...
As I will argue in more detail throughout this book, placing the focus on participation has broad implications for what it takes to understand and support learning. ' For individuals, it means that learning is an issue of engaging in ...
Seite xxi
Practice and identity constitute forms of social and historical continuity and discontinuity that are neither as broad as sociohistorical structure on a grand scale nor as fleeting as the experience, action, and interaction of the ...
Practice and identity constitute forms of social and historical continuity and discontinuity that are neither as broad as sociohistorical structure on a grand scale nor as fleeting as the experience, action, and interaction of the ...
Seite xxiv
Part II thus complements Part I. It argues for a dual relation between practice and identity, and it addresses some limitations of the concept of community of practice by locating it within a broader framework.
Part II thus complements Part I. It argues for a dual relation between practice and identity, and it addresses some limitations of the concept of community of practice by locating it within a broader framework.
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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 |