Communities of Practice as a Social Theory of Learning: a Conversation with Etienne Wenger

Abstract

Acknowledgements:The authors wish to thank Julian Williams for securing the funds that brought Etienne Wenger-Trayner to the University of Manchester as a Visiting Professor from 2007 to 2015 and provided us with the unique opportunity to dialogue with the theorist who helpedThe first two authors would also like to thank Etienne Wenger-Trayner for generously giving his time to work on this article with us. We wish to express our appreciation for Anna Sfard and her review which critically engaged with the article, from meta-level considerations, to specific concepts in the theory and the presentation of the theory. We are ever grateful for the critical comments and support provided by Linda Evans, Jeremy Higham, Beverly WengerTrayner, Pauline Whelan and Julian Williams. 2Short abstract: Two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. We discuss the learning theory of 'communities of practice', clarify terms, address various critiques in the literature, and reflect on the process of theorizing. We explore how the theory provides conceptual tools to better design school curriculum and policy.Longer Abstract: The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education, and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a 'community of practice'. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research.

The Value of an HR Professional Group for Organizational Learning

“…This is perhaps the area at most divergence with the professional group where practice was seen to take place in smaller work teams. However, in a recent series of interviews Wenger-Trayner clarifies that the notion of CoP refers to a social process rather than a group per se and talks about a "learning partnership" so members may engage in the same practice without sharing a common team or task (Farnsworth et al, 2016). In this way the professional group seems to align with this notion.…”

“…Wenger-Trayner sees identity as a central concept to CoPs (Farnsworth et al, 2016). Identity construction is fundamental to understanding and explaining key aspects of organizational life (see for example, Brown, 2015).…”

O valor formativo das comunidades de prática na construção da identidade profissional

“…Assim sendo, os novos membros da CoP possuem mais do que uma posição de observação, já que a participação é uma forma de aprendizagem, assimilam e são assimilados pela CoP e, através da imersão crescente na CoP e das interações estabelecidas com os membros mais antigos da CoP, desenvolvem uma ideia do seu domínio, do tipo de conhecimentos envolvidos e das suas práticas, ou seja, progridem em direção à participação plena (Farnsworth, Kleanthous, & Wenger-Trayner, 2016;Lave & Wenger, 2011;Lu, 2016).…”

“…Um conhecimento aprofundado acerca do funcionamento da CoP possibilitaria o desenvolvimento de estruturas e processos que melhor suportassem a aprendizagem (Khalil, Ardoin, & Wojcik, 2017). Mais concretamente, se a construção da IP for entendida na perspetiva da CoP e enquanto um princípio organizador dos currículos de formação de professores, os contextos criados tenderão a promover e a enquadrar a negociação que é desejável ao processo de (re)construção das IP (Farnsworth et al, 2016).…”

Negotiating Tensions of Autonomy and Connection in Makerspace Cultures: A Qualitative Examination of a University's Makerspaces

“…Communities of practice facilitate the quest for an identity and learning through experience and social interaction with others. A community of practice involves social processes in which members negotiate competence within a domain of expertise (Farnsworth, Kleanthous, & Wenger-Trayner, 2016). In a community of practice, participants both guide and receive guidance from one another as they work shoulder to shoulder (Kriner, Coffman, Adkisson, Putman, & Monaghan, 2015).…”