By David Barton, Karin Tusting
This booklet includes a suite of experiences exploring the idea that of "communities of practice", which has been influential in social sciences, schooling, and administration in recent times. Its major objective is to stress the significance of parts resembling language, strength, and social context that are necessary to figuring out how groups of perform paintings. the idea that has been a very influential one yet has had little sustained critique, so a booklet of this sort is well timed and necessary.
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Additional info for Beyond Communities of Practice: Language Power and Social Context (Learning in Doing: Social, Cognitive and Computational Perspectives)
For example, Hamilton (2001) has shown how the creation of a social object and its material forms – such as the language test used in the International Adult Literacy Survey – is a powerful example of an object acting on behalf of humans and which can eventually influence pedagogical practice in local settings far distant from the context in which the test was created. Similarly, it is possible to interpret some aspects of Wenger’s vignettes using these ideas. For example, when Ariel no longer needs to respond personally to insurance claims, the database acts on her behalf as memory shifts from the individual worker to the computer.
It is broader than simply engagement in activity, incorporating notions of identity and community membership that still remain valid when the person concerned is not actively engaging. It therefore draws attention to the ‘social-ness’ of all sorts of activities which arise from particular identity and community affiliations, even when these activities may not appear in themselves social or participatory. ) The other half of the duality is ‘reification’, a term used to refer to the process of “making into a thing”.
In D. Barton, M. Hamilton and R. Ivaniˇc (eds), Situated Literacies. London: Routledge. Power, M. (1999) The Audit Society: Rituals of Verification. 2nd edition. Oxford: Oxford University Press. Scollon, R. (2001) Mediated Discourse: The Nexus of Practice. London: Routledge. Scribner, S. and M. Cole (1981) The Psychology of Literacy. Cambridge, MA: Harvard University Press. Literacy, Reification and the Dynamics of Social Interaction 35 Smith, D. (1990) Texts, Facts and Femininity: Exploring the Relations of Ruling.