Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 28.09.1999 - 318 Seiten Presents a broad conceptual framework for thinking about learning as a process of social participation. |
Im Buch
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Seite
... sense , my version would still reflect a true reality . The second point is about this book . Regardless of who actually coined the phrase that became its title , it was our collaboration that brought the topic into focus and initiated ...
... sense , my version would still reflect a true reality . The second point is about this book . Regardless of who actually coined the phrase that became its title , it was our collaboration that brought the topic into focus and initiated ...
Seite 5
... sense . 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 con- ceptual framework of which it is a constitutive element . The analytical power ...
... sense . 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 con- ceptual framework of which it is a constitutive element . The analytical power ...
Seite 6
... sense of themselves they can live with , have some fun , and fulfill the re- quirements of their employers and clients . No matter what their official job description may be , they create a practice to do what needs to be done ...
... sense of themselves they can live with , have some fun , and fulfill the re- quirements of their employers and clients . No matter what their official job description may be , they create a practice to do what needs to be done ...
Seite 7
... sense of themselves . Communities of practice are an integral part of our daily lives . They are so informal and so pervasive that they rarely come into explicit focus , but for the same reasons they are also quite familiar . Although ...
... sense of themselves . Communities of practice are an integral part of our daily lives . They are so informal and so pervasive that they rarely come into explicit focus , but for the same reasons they are also quite familiar . Although ...
Seite 8
... sense is not a separate activity . It is not something we do when we do nothing else or stop doing when we do something else . There are times in our lives when learning is intensified : when situations shake our sense of familiarity ...
... sense is not a separate activity . It is not something we do when we do nothing else or stop doing when we do something else . There are times in our lives when learning is intensified : when situations shake our sense of familiarity ...
Inhalt
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 |
309 | |
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 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
Beliebte Passagen
Seite 47 - It is in this sense that they constitute a community of practice. The concept of practice connotes doing, but not just doing in and of itself. It is doing in a historical and social context that gives structure and meaning to what we do.
Seite 4 - Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Seite 3 - ... and inevitable, and that - given a chance - we are quite good at it? And what if, in addition, we assumed that learning is, in its essence, a fundamentally social phenomenon, reflecting our own deeply social nature as human beings capable of knowing?
Seite 4 - Participation here refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities.
Verweise auf dieses Buch
Literacy: An Introduction to the Ecology of Written Language David Barton Keine Leseprobe verfügbar - 2007 |