Beyond Communities of Practice: Language Power and Social Context
The concept of 'communities of practice' (Lave and Wenger 1991, Wenger 1998) has become an influential one in education, management, and social sciences in recent years. This book consists of a series of studies by linguists and educational researchers, examining and developing aspects of the concept which have remained relatively unexplored. Framings provided by theories of language-in-use, literacy practices, and discourse extend the concept, bringing to light issues around conflict, power, and the significance of the broader social context which have been overlooked. Chapters assess the relationship between communities of practice and other theories including literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk. Domains of empirical research reported include schools, police stations, adult basic education, higher education, and multilingual settings. The book highlights the need to incorporate thinking around language-in-use, power and conflict, and social context into communities of practice.
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1 Literacy Reification and the Dynamics of Social Interaction
2 Language and Power in Communities of Practice
What Speech Communities and Communities of Practice Can Tel
Language Sharing and Communities of Practice in an Institutional Setting
Negotiating the Experience of Self
Do Bilingual Coworkers Learn in Community?
7 Moving Beyond Communities of Practice in Adult Basic Education
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action activity theory actor network theory affinity space analysis artefacts Barton basic skills bilingual co-worker BNFL broader social Cambridge University Press Camilla caution classroom cognitive communities of practice concept context Critical Psychology cultural discourse distributed cognitions Engestr¨om ethnographic example experience Fairclough focus genres Harvinder Heleama higher education identity individual interaction interview Isaura issues Ivaniˇc Jean Lave knowledge Lancaster University Lave and Wenger learners learning communities Legitimate Peripheral linguistic literacy practices literacy studies London magazine mediated monolingual mutual engagement negotiation of meaning nities of practice notion officers on-line organisation particular people’s peripheral participation perspective portal processors real-time strategy games reification relationships role Routledge Scollon Sellafield semiosis semiotic situated learning social practice sociolinguistic speech and language speech community tacit knowledge Take a Break teachers teaching and learning texts therapists tion tutors understanding vignette workplace