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Communities of Practice at the Cidade do Saber

Plural Citizenship and Social Inclusion in Brazil

Carla Guerrón Montero

-production of the mind and the world’ ( Seely Brown et al. 1988: 1–2 ). The concept ‘communities of practice’, first proposed by Lave and Wenger in 1991 , has been applied across a number of fields to facilitate connectedness among groups. Communities of

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Carl A. Maida and Sam Beck

The community of practice is an organisational form that complements the current knowledge economy, which since the late twentieth century has accelerated with advances in information production and dissemination ( Wenger 2000 ). Communities of

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Carl A. Maida and Sam Beck

This is Part Two of a set of articles related to how communities of practice inform global sustainability; a more extensive introductory essay ( Maida and Beck 2016 ) is included in the first of this two-part special issue. The community of practice

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Without fear and reproach

The role-playing games community as a challenge to mainstream culture

Tat'iana Barchunova and Natal'ia Beletskaia

The article describes one of the most developed networks of intellectual youth in post-Soviet Russia. This network originated in science-fiction clubs and the 'Zarnitsa game' of the 1960s to 1980s. Yet unlike Zarnitsa games, which have been used at Soviet schools as an instrument of political mainstreaming, the current role-playing games community is opposing itself to mainstream politics and popular culture. The article approaches this network as a community of practice, which is constituted by three basic elements: learning, doing, and justification of meaning. Both leaders and rank-and-file members of the community justify their agency within the community through the concept of rule. It is the rule-governed community, which according to them, helps them to feel secure and fearless in a society that they see as devoid of any strict regulations. The article closes with an analysis of the inner and outer conflicts of the role-playing games community.

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Art Gallery Education in New Zealand during COVID-19

The Emergence of a Community of Practice

Esther Helen McNaughton

Abstract

This article describes the unprecedented coming together of New Zealand art gallery educators to respond to the challenges of the 2020 COVID-19 pandemic. This newly formed community of practice met virtually three times at critical points. At each stage, new concerns were discussed and understandings evolved. The gallery educators were able to approach shared issues cooperatively, enabling mutual support to a degree that had hitherto not been possible. By the end of these meetings, gallery educators were reestablishing their regular teaching practice with the integration of many of the innovations of the period. Additionally, the meetings fulfilled a preexisting desire for closer contact and professional support, and thus proved to be the foundation of an ongoing national professional group for New Zealand art gallery educators.

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Confronting Tyranny in a Public Health Agency

Crafting a ‘Philosophy of Praxis’ into a ‘Community of Resistance’

Brian McKenna

identify certain truths that would have never have come to light if I had just studied public health theory or academic texts in isolation. I required a situated learning environment and a critical community of practice ( Lave 2012 ). My research

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Aratoi: Our Journeys to Aotearoa

Collaborative Knowledge Construction at a Regional Art Gallery in New Zealand

Esther Helen McNaughton

How can regional art galleries support the development of cultural understanding in their communities? The 2019 collaborative project Aratoi: Our Journeys to Aotearoa between Nelson, New Zealand’s Suter Art Gallery te Aratoi o Whakatū and eight local schools explored this question. Students’ artworks were hung alongside the gallery’s collection, enriching dialogue within the exhibition through the provision of voices otherwise absent. Building on the gallery’s collection and history, this project demonstrated the evolution of the gallery’s colonial roots into a broader discussion of culture. Participating teachers believed the project allowed public recognition of students’ abilities and ideas; expression of a school community’s special character; cross-curricular learning; cohesive whole school learning; bicultural learning; and pre-service teacher development. It also enabled meaningful exploration of Aotearoa New Zealand’s histories.

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Richard Westra

will require an ‘uncommon nimbleness’ to quote McKibben (2011: 147) . Hence, my position falls in between that of McKibben/Korten and Marx. As elaborated in greater detail elsewhere, the argument quite simply is that such nimbleness in communities of

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Linda D’Amico

opposition and as an alternative rhetoric to mining. I document processes Inteña(o)s employed to increase their civic participation. They created a social movement built upon innovative synergies that linked communities of practice across cultures. Not only

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Cultivating Civic Ecology

A Photovoice Study with Urban Gardeners in Lisbon, Portugal

Krista Harper and Ana Isabel Afonso

Introduction: Urban Gardens as ‘Communities of Practice’ in Building Civic Ecology Urban gardens are a form of self-provisioning, leisure and activist practice that is cropping up in cities around the world ( Mougeot 2010 ). There are several key