Multimembership and identification

Kubiak, Chris; Cameron, S.; Conole, Gràinne; Fenton-O’Creevy, Mark; Mylrea, Paul; Rees, Ellie; Shreeve, Alison

doi:10.4324/9781315777122-7

Cited by 6 publications

(17 citation statements)

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“…In the following section, I will outline some key findings of this study and how they relate to engagement, imagination, and alignment. As has been argued in previous research in this area, these "modes of identification" should not simply be regarded in isolation, but rather as interrelated themes (Burns et al, 2016;Kubiak et al, 2014;Wenger, 1998). As such, although engagement, imagination, and alignment will be presented below in separate sections, I will highlight how they are in many ways inextricably linked.…”

Section: Resultsmentioning

confidence: 96%

“…This represented a disjuncture within the LC with members at times having different conceptions of what the "domain"-the shared competence or values (Wenger-Trayner & Wenger-Trayner, 2015)-of the community was. This in turn led to a perception by some members that others were proliferating "unaligned engagement" (Kubiak et al, 2014 Another form of identification through engagement that I perceived to be ubiquitous among the members I spoke to was tied to the community's regime of competence -"what would be recognized as competent participation in the [community's] practice" (Wenger, 1998, p. 137).…”

Section: Tenka January 15th 2020 (Interview 2)mentioning

confidence: 99%

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Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

SiSAL

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Although the importance of communities for social learning within self-access centers has been recognized over the last decade, there has yet been little research exploring student-managed communities in a self-access learning center (SALC). This short pilot study investigates the ways in which members identify with the community of practice (Wenger, 1998) of a student-led learning community within a university SALC. Five members of the Learning Community (LC), an English conversation community, were interviewed three times over the course of one semester about their language learning histories and their experiences in the LC. This data was analyzed inductively and subsequently categorized according to Wenger’s (2010) modes of identification – engagement, imagination, and alignment. The findings of the study indicated that members’ identification with the practice of the LC was connected to a desire for an accessible learning environment, attaining membership in an international imagined community of English users, and the ability to negotiate sociocultural norms for their own purposes. This study highlights a bidirectional relationship between the “baggage” that members bring with them and the everyday practice developed over the course of the LC’s two-year history. Additionally, the insights gained from this exploration of the LC CoP have practical implications for SALC staff aiming to cultivate and support student-led learning communities.

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Section: Resultsmentioning

confidence: 96%

Section: Tenka January 15th 2020 (Interview 2)mentioning

confidence: 99%

Modes of Identification Within a Language Learner-Led Community of Practice

Hooper¹

2020

SiSAL

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“…Hence, an analytical instrument was constructed based on the modes of belonging from the theoretical perspective presented (Kubiak et al, 2015;Wenger, 1998;Wenger-Trayner & Wenger-Trayner, 2015). In this study, modes of belonging are understood through how the principals engage in their education as well as in their working practice, how they imagine themselves and their possibilities at work, and how they align this to their role in society and education.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Educating school leaders: engaging in diverse orientations to leadership practice

Jerdborg

2020

International Journal of Leadership in Education

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As school leadership has increased in complexity, policy makers, educationalists, and researchers have realized that principalship requires preparation. However, several researchers have called for a better understanding of how school leadership education affects the learning and activities of principals. This empirical study explores how novice principals in Sweden understand and engage in principal training and investigates their formation of identity in the interaction between school leader education and professional practice. Observations, individual interviews, and focus group interviews revealed three learner identities and a corresponding typology. In addition, this study found that professional identity enables or restricts the way practice is experienced because principals engage in diverse leadership practices. These findings are discussed in relation to former research on learner identities, leadership learning, and novice principals. This study concludes that it is crucial not only to emphasize a program design but also focus on the participants in leadership education, especially their orientations and understandings of education and practice.

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“…Hunter (2010) believes that the participatory and collaborative nature of the learning group was critical in helping to bring about change in her identity as a teacher. Kubiak et al (2015) have also explored identity issues using a CoP framework to consider the influence of multi-membership. Using the characteristics of engagement, imagination, and alignment, as outlined by Wenger (1998), they explored how individuals negotiated and adjusted to different practices in the workplace.…”

Section: Learning and Identitymentioning

confidence: 99%

“…For instance, in a research team of 15 people, they learned of conflict in the first face-to-face meeting as different approaches, experiences, and values appertaining to technology were discussed. Kubiak et al (2015) refers to this issue as unaligned engagement (p. 69). They note how relationships can become uncomfortable as different assumptions influence "thinking and use of language" even though individuals have the desire to participate and engage with others in a shared domain (p. 69).…”

Section: Learning and Identitymentioning

confidence: 99%

Supporting successful learning outcomes for secondary Pacific students through home-school relationships

Flavell¹

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<p>A need to improve learning outcomes for Pacific students has been highlighted by the Ministry of Education in Aotearoa/New Zealand, with the reflection that the education system has not adequately catered for these learners. The development of home-school relationships is recognised by the Ministry as one way of promoting the achievement of Pacific students; closer links with Pacific families are encouraged so that students’ needs may be better met. The aim of this research was to explore how secondary schools could develop relationships with Pacific families and communities in order to support students’ successful learning outcomes. A qualitative case study, using a grounded theory approach, was employed. An Appreciative Inquiry framework helped guide the research design to facilitate the exploration of how home-school relationships worked well within the context of a New Zealand town, and how they can be enhanced to benefit secondary Pacific learners. A Communities of Practice lens supported analysis; and an appreciation of Pacific relationality was supported by the theoretical frameworks, Teu le va and Talanoa Research Methodology (TRM). Key findings demonstrate the willingness and expertise from members of the Pacific community to support schools’ endeavours to cater for Pacific learners, helping address any barriers to family engagement. Despite the strong commitment from teachers and school leaders to work more closely and creatively with Pacific families, this study concludes that knowledge and ideas do not always flow freely between home and school. An inherent risk is that schools hold onto decision-making processes although there is a capacity within the Pacific community to offer effective solutions. To alleviate this risk, school structures need to open up to permit a freer exchange of information, prioritising relationships that accord with Pacific values. The bricolage of frameworks employed in this study have the potential to be applied to school settings for the review and development of home-school practices for Pacific families.</p>

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Multimembership and identification

Cited by 6 publications

References 0 publications

Modes of Identification Within a Language Learner-Led Community of Practice

Modes of Identification Within a Language Learner-Led Community of Practice

Educating school leaders: engaging in diverse orientations to leadership practice

Supporting successful learning outcomes for secondary Pacific students through home-school relationships

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