What makes a social practice? Being, knowing, doing and leading

Geilinger, Nina; Haefliger, Stefan; Krogh, Georg von; Rechsteiner, Lise

doi:10.1016/j.emj.2016.04.006

Cited by 11 publications

(2 citation statements)

References 69 publications

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“…Many choirs have no conductor, and there is a continuum between ensemble singing and assuming some degree of leadership responsibility, where the non-signing designated leader is an end-point. Geilinger, Haefliger, von Krogh, and Rechsteiner (2016) argue that leading is often neglected in CoP and that it must be added as a distinct element in addition to learningthrough being, knowing and doing. Choral leadership clearly demonstrates this point: the fluidity between leading and learning is ever-present when our informants talk about their development.…”

Section: Cop As a Framework For Choral Conducting Practicementioning

confidence: 99%

Choral conducting education: The lifelong entanglement of competence, identity and meaning

Jansson

Balsnes

2020

Research Studies in Music Education

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Choral singing is one of the most widespread musical activities, and choral conductors work in a variety of social settings that involve every imaginable type of choir and musical genre. The conductor role draws on a number of skills and competencies that are partly acquired through education but, equally importantly, through experience. Choral conductors shape their practice in highly individual fashions as amalgamations of background, formal education, career development and working situation. The present qualitative study seeks to uncover how choral conductor practices arise and unfold, by using Etienne Wenger’s theory of communities of practice and situated learning as the key analytical framework. The study elucidates the choral conducting practice as an ongoing educational project and theorises the dimensions of variety in choral conductors’ trajectories. The study situates the conducting practice in a Western choral tradition, based on interviews with a diverse sample of 20 conductors in Norway. The theoretical framework proved to be highly appropriate; however, applying it to the choral conducting practice requires the explicit positioning with regard to the academic debates on the theory’s development following Wenger’s original conceptualisation. The study therefore contributes to knowledge development in three ways – (1) by shedding new light on the theory, (2) by proposing a sub-structure to the main theory for its application to choral conducting and (3) by tracing some initial implications for choral conducting education. One of the key findings is that a conductor’s background continues to impact competence and identity throughout a conductor’s work-life, while practice seems to be predominant over formal education.

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Section: Cop As a Framework For Choral Conducting Practicementioning

confidence: 99%

Choral conducting education: The lifelong entanglement of competence, identity and meaning

Jansson

Balsnes

2020

Research Studies in Music Education

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“…2. Constructionist and critical social theories are rethinking the nature of leadership, formulating conceptualizations of leadership as a form of social influence that results in the reinforcement of, or change in thinking and actions (Geilinger, Haefliger, von Krogh, & Rechsteiner, 2016;Uhl-Bien, 2006). These theorists seek to understand the "processes and conditions that facilitate the collective achievement of organizing and change" (Ospina & Foldy, 2010, p. 294).…”

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confidence: 99%

Realizing the potential for leadership in social work

Keenan

Sandoval

Limone

2018

Journal of Social Work

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Summary Ongoing racism, structural inequity, dehumanizing institutional bureaucracies, unresponsive service delivery systems, and gaps in services for emerging needs are just some of the pervasive challenges in need of social work leadership. The multidisciplinary nature of social work practice also requires value-based leadership processes on multiple ecological levels to address the challenges inherent within social delivery systems. Social work encourages all social workers to lead these change efforts, but research on front-line social work leadership is lacking. Constructionist conceptualizations of leadership as social influence processes provide a unit of analysis to examine front-line leadership. A secondary analysis of qualitative data examining social work practice that promotes well-being and social justice revealed leadership processes in multiple social work practice settings. Findings Front-line social workers demonstrate three overarching leadership processes in their practice: challenging injustice and changing mindsets, conduit for change, and organizing resources and relationships. Applications Conceptualizing leadership as social influence processes identifies and acknowledges the leadership of front-line social workers, expanding the profession’s capacity to collectively articulate and initiate change with a range of social problems and systemic challenges in organizations and communities.

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