Beyond Communities of Practice: Language Power and Social Context

doi:10.1017/CBO9780511610554

Beyond Communities of Practice

Language Power and Social Context

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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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Contents

Frontmatter
pp i-vi
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Contents
pp vii-viii
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List of Contributors
pp ix-x
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Series Foreword
pp xi-xii
- By Roy Pea, Professor of Education and the Learning Sciences; Director, Stanford Center for Innovations in Learning, Stanford University, Christian Heath, The Management Centre, King's College, London, Lucy Suchman, Centre for Science Studies and Department of Sociology, Lancaster University
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Introduction
pp 1-13
- By David Barton, Professor of Language and Literacy, Department of Linguistics, Lancaster University; Director of the Lancaster Literacy Research Centre, Karin Tusting, Research Associate, Literacy Research Centre, Lancaster University
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1 - Literacy, reification and the dynamics of social interaction
pp 14-35
- By David Barton, Professor of Language and Literacy, Department of Linguistics, Lancaster University; Director of the Lancaster Literacy Research Centre, Mary Hamilton, Professor of Adult Learning and Literacy, Department of Educational Research, Lancaster University
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2 - Language and power in communities of practice
pp 36-54
- By Karin Tusting, Research Associate, Literacy Research Centre, Lancaster University
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3 - Mediating allegations of racism in a multiethnic London school: what speech communities and communities of practice can tell us about discourse and power
pp 55-76
- By Angela Creese, Lecturer in Education, School of Education, University of Birmingham
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4 - “I've picked some up from a colleague”: language, sharing and communities of practice in an institutional setting
pp 77-104
- By Frances Rock, Lecturer in English Language and Linguistics, University of Surrey Roehampton
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5 - The person in the doing: negotiating the experience of self
pp 105-138
- By Maria Clara Keating, Lecturer, Department of Linguistics, Coimbra University, Portugal
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6 - Communities of practice and learning communities: do bilingual co-workers learn in community?
pp 139-157
- By Deirdre Martin, Lecturer, School of Education, University of Birmingham
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7 - Moving beyond communities of practice in adult basic education
pp 158-179
- By Steven Robert Harris, Researcher, Centre for Astronomy and Science Education, School of Applied Sciences, University of Glamorgan, Nicola Shelswell, Head of School for Adult Basic Education and English for Speakers of Other Languages, Coleg Morgannwg, South Wales
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8 - ‘Communities of practice’ in higher education: useful heuristic or educational model?
pp 180-197
- By Mary R. Lea, Lecturer in Teaching and Learning, Institute of Educational Technology, Open University
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9 - Communities of practice, risk and Sellafield
pp 198-213
- By Greg Myers, Senior Lecturer, Department of Linguistics, Lancaster University
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10 - Semiotic social spaces and affinity spaces: from The Age of Mythology to today's schools
pp 214-232
- By James Paul Gee, Tashia Morgridge Professor of Reading, University of Wisconsin, Madison
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Author Index
pp 233-235
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Subject Index
pp 236-243
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LEARNING IN DOING
pp 244-244
- By David Barton, Professor of Language and Literacy, Department of Linguistics, Lancaster University; Director of the Lancaster Literacy Research Centre, Karin Tusting, Research Associate, Literacy Research Centre, Lancaster University
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Beyond Communities of Practice

Language Power and Social Context

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Contents

Frontmatter
pp i-vi

Contents
pp vii-viii

List of Contributors
pp ix-x

Series Foreword
pp xi-xii

Introduction
pp 1-13

1 - Literacy, reification and the dynamics of social interaction
pp 14-35

2 - Language and power in communities of practice
pp 36-54

3 - Mediating allegations of racism in a multiethnic London school: what speech communities and communities of practice can tell us about discourse and power
pp 55-76

4 - “I've picked some up from a colleague”: language, sharing and communities of practice in an institutional setting
pp 77-104

5 - The person in the doing: negotiating the experience of self
pp 105-138

6 - Communities of practice and learning communities: do bilingual co-workers learn in community?
pp 139-157

7 - Moving beyond communities of practice in adult basic education
pp 158-179

8 - ‘Communities of practice’ in higher education: useful heuristic or educational model?
pp 180-197

9 - Communities of practice, risk and Sellafield
pp 198-213

10 - Semiotic social spaces and affinity spaces: from The Age of Mythology to today's schools
pp 214-232

Author Index
pp 233-235

Subject Index
pp 236-243

LEARNING IN DOING
pp 244-244

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Beyond Communities of Practice

Language Power and Social Context

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