Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 28 de set. de 1999 - 318 páginas Presents a broad conceptual framework for thinking about learning as a process of social participation. |
De dentro do livro
Resultados 1-5 de 44
Página 13
... person , the cultural interpretation of the body , and the creation and use of markers of membership such as rites of passage and social cat- egories . They address issues of gender , class , ethnicity , age , and other forms of ...
... person , the cultural interpretation of the body , and the creation and use of markers of membership such as rites of passage and social cat- egories . They address issues of gender , class , ethnicity , age , and other forms of ...
Página 17
... person into the theory without hav- ing to posit an individual subject to start with . 2 ) It expands the domain of inquiry to social configurations other than those defined by practice and to mechanisms by which these configurations ...
... person into the theory without hav- ing to posit an individual subject to start with . 2 ) It expands the domain of inquiry to social configurations other than those defined by practice and to mechanisms by which these configurations ...
Página 21
... person on hold , just to take a breath . She was so angry , her body was shaking . She ended up transferring the call to her supervisor because the conversation was deteriorating fast . Ariel starts on her first claim . There is an ...
... person on hold , just to take a breath . She was so angry , her body was shaking . She ended up transferring the call to her supervisor because the conversation was deteriorating fast . Ariel starts on her first claim . There is an ...
Página 24
... person's question and that she will not be able to finish the claim she is currently processing before having to do so . She will have to " clear " out of this claim and thus lose all the information she has already entered . This ...
... person's question and that she will not be able to finish the claim she is currently processing before having to do so . She will have to " clear " out of this claim and thus lose all the information she has already entered . This ...
Página 35
... person is covered by more than one health in- surance plan . For instance , children may be covered under the plans of both parents . Similarly , retired workers may be eligible for Medicare , ' but may still be on the plan of their ...
... person is covered by more than one health in- surance plan . For instance , children may be covered under the plans of both parents . Similarly , retired workers may be eligible for Medicare , ' but may still be on the plan of their ...
Conteúdo
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 | |
Outras edições - Ver todos
Termos e frases comuns
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
Passagens mais conhecidas
Página 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.
Página 4 - Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Página 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?
Página 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.