Beyond Communities of Practice: Language Power and Social Context

Első borító
David Barton, Karin Tusting
Cambridge University Press, 2005. okt. 3. - 243 oldal
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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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Tartalomjegyzék

1 Literacy Reification and the Dynamics of Social Interaction
14
2 Language and Power in Communities of Practice
36
What Speech Communities and Communities of Practice Can Tel
55
Language Sharing and Communities of Practice in an Institutional Setting
77
Negotiating the Experience of Self
105
Do Bilingual Coworkers Learn in Community?
139
7 Moving Beyond Communities of Practice in Adult Basic Education
158
Useful Heuristic or Educational Model?
180
9 Communities of Practice Risk and Sellafield
198
From The Age of Mythology to Todays Schools
214
Author Index
233
Subject Index
236
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A szerzőről (2005)

David Barton is Professor of Language and Literacy in the Department of Linguistics at Lancaster University. He is Director of the Lancaster Literacy Research Centre. His main work has been concerned with carrying out detailed studies of literacy practices in different domains of life and with rethinking the nature of literacy in contemporary society.

Karin Tusting is a Research Associate at the Literacy Research Centre at Lancaster University. She is currently working on the Adult Learners' Lives project, an ethnography study of the relationship between learning and other aspects of people's lives, working with adult literacy, numeracy, and ESOL learners.

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