Communities of Practice: Learning, Meaning, and Identity, by Etienne Wenger
At the end of my first two semesters in graduate school, I think I know just enough now to know that I do not know what I want to study or how I want to study it. I am still interested in networks, leadership, and change, but do not know the level at which I want to resolve those ideas, much less how I would study it. Much of the work I want to do this summer and fall is searching for a conceptual frame that helps me describe my observations in a way that moves understanding (mine and research generally) forward. I’m beginning this here with Communities of Practice.
Reading this was slow, especially coming off of the three previous books I’ve written about (Connected, Where Good Ideas Come From, and Disrupting Class), which were popular nonfiction, written to be engaging to a general audience. Communities of Practice is definitely aimed for an academic audience, and “presents a theory of learning that starts with this assumption: engagement in social practice is the fundamental process by which we learn and so become who we are.” This assumption is not how I have previously conceived learning. I think it is pretty typical in a Western, individualist society to think of learning as something individuals do, with teaching as something we do to others, not as something created between us. Continue reading “Book Notes & Thoughts: Communities of Practice, Part I”