Communities of Practice of Transition: An Analytical Framework for Studying Change-Focussed Groups

Abstract

In this article, we consider a previously unidentified form of community of practice: the community of practice of transition. Our exemplar data come from two separate studies, one of a group for trans young people and one of an online divorce support community. Such communities differ from other communities of practice because the transition process itself is the focus and the shared practice of the community. We argue that communities of practice of transition differ from ‘classic’ communities of practice in four main ways. First, and most salient, there are differences in relation to time and its importance. Second, and following from this, there are differences in relation to the focus of trajectories into and through the group, which affect who is able to become a central member. Third, the role and characteristics of central members of the community are different from those found in a traditionally conceived community of practice: moving out of a transitional state (and, therefore, out of the community) is key to old-timer status. Finally, reified events are highly salient in communities of practice of transition, and more important than reified objects. We argue that the concept of a community of practice of transition challenges and expands many of the assumptions underpinning the community of practice as a framework for analysing the dynamics and operation of groups and how identities are forged in and through them. Most significantly, we argue that time needs to be taken more seriously in relation to communities of practice.

Non-binary young people and schools: pedagogical insights from a small-scale interview study

“…This is even the case when trans identities are recognised in schools. While many teachers are able to understand and respond to a traditional trans narrative of being born in the wrong body (Mason-Schrock 1996;Paechter and Marguerite 2020;Prosser 1998;Martino, Kassen, and Omercajic 2020), non-binary identities, particularly if they feature fluidity in identity and/or presentation, may be less readable to adults in school. For example, Neary (2018) reports that pre-service teachers who were shown a video about non-binary gender had predominantly negative reactions to this video clip, with several suggesting that the blurring of the male/female, man/woman binary 'went too far' (443) Furthermore, while it may be relatively straightforward for a school to recognise the experienced gender of a binary trans student, fully accommodating a non-binary young person necessitates putting in place gender-neutral provision of such things as toilets and changing facilities, as well as altering binary categories in record systems (Kjaran 2019): this will be easier to do in some spaces than others.…”

Socio-Religious Education to Strengthen Harmony Between Hindus and Muslims with Multiculturalism

“…Traditional indigenous also creates an adaptive space where each individual tries to learn to form characters that can adapt to the culture of a region. Based on understanding the region's culture, the individual concerned can integrate himself into the larger social system (Irwin, 2021;Paechter & Marguerite, 2020). In addition, the concept of local wisdom from a social community also facilitates building awareness of the reality of differences (Geiger, 2021;Laiti, 2019;Mayo et al, 2021;Uzum et al, 2019).…”

“…Furthermore, if this can be applied, individuals who are different from the aspect of socio-cultural backgrounds will be able to foster empathy for one another. Social empathy that is consistently implemented will be able to form community actions as a basis for accepting differences (Irwin, 2021;Paechter & Marguerite, 2020).…”

Development Communication and Extension: The Case of a Premier State University in CALABARZON, Philippines

“…Because the community's primary focus is the transition process itself, communities of practice for transitions are distinct from other communities of practice. In such a community, the shared practice is transition, and the purpose of the community is mutual support in negotiating that transition (Paechter & Marguerite, 2020). It serves as a catalyst for social change in DevCom.…”