Beyond Communities of Practice: Language Power and Social Context (Learning in Doing: Social, Cognitive and Computational Perspectives)

David Barton (Lancaster University)

ISBN 10: 0521544920 / ISBN 13: 9780521544924

Edité par Cambridge University Press, United Kingdom, Cambridge, 2005

A propos de cet article

The concept of 'communities of practice' (Lave and Wenger 1991, Wenger 1998) has become an influential one in education, management, and social sciences in recent years. This book consists of a series of studies by linguists and educational researchers, examining and developing aspects of the concept which have remained relatively unexplored. Framings provided by theories of language-in-use, literacy practices, and discourse extend the concept, bringing to light issues around conflict, power, and the significance of the broader social context which have been overlooked. Chapters assess the relationship between communities of practice and other theories including literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk. Domains of empirical research reported include schools, police stations, adult basic education, higher education, and multilingual settings. The book highlights the need to incorporate thinking around language-in-use, power and conflict, and social context into communities of practice. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. N° de réf. du vendeur GOR006250663

Détails bibliographiques

Titre : Beyond Communities of Practice: Language ...

Éditeur : Cambridge University Press, United Kingdom, Cambridge

Date d'édition : 2005

Reliure : Paperback

Etat : Very Good

A propos de ce titre

Synopsis :

This book consists of a set of studies exploring the concept of 'communities of practice'.

À propos des auteurs:

David Barton is Professor of Language and Literacy in the Department of Linguistics at Lancaster University. He is Director of the Lancaster Literacy Research Centre. His main work has been concerned with carrying out detailed studies of literacy practices in different domains of life and with rethinking the nature of literacy in contemporary society.

Karin Tusting is a Research Associate at the Literacy Research Centre at Lancaster University. She is currently working on the Adult Learners' Lives project, an ethnography study of the relationship between learning and other aspects of people's lives, working with adult literacy, numeracy, and ESOL learners.