Situated learning theory offers a radical critique of cognitivist theories of
learning, emphasizing the relational aspects of learning within communities of practice
in contrast to the individualist assumptions of conventional theories. However, although
many researchers have embraced the theoretical strength of situated learning theory,
conceptual issues remain undeveloped in the literature. Roberts, for example, argues in
this issue that the notion of ‘communities of practice’ – a core concept in situated
learning theory – is itself problematic. To complement her discussion, this paper
explores the communities of practice concept from several perspectives. Firstly, we
consider the perspective of the individual learner, and examine the processes which
constitute ‘situated learning’. Secondly, we consider the broader socio-cultural context in
which communities of practice are embedded. We argue that the cultural richness of
this broader context generates a fluidity and heterogeneity within and beyond
communities. Finally, we argue that it is sometimes difficult to distinguish conceptually
between the terms ‘participation’ and ‘practice’ because of occasional duplication of
meaning. We propose, instead, a refinement of the definition to allow for greater
conceptual clarity.
%0 Journal Article
%1 handley2006within
%A Handley, Karen
%A Sturdy, Andrew
%A Fincham, Robin
%A Clark, Timothy
%D 2006
%I Wiley Online Library
%J Journal of management studies
%K cop identity learning practice
%N 3
%P 641-653
%T Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice*
%U http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan030552.pdf
%V 43
%X Situated learning theory offers a radical critique of cognitivist theories of
learning, emphasizing the relational aspects of learning within communities of practice
in contrast to the individualist assumptions of conventional theories. However, although
many researchers have embraced the theoretical strength of situated learning theory,
conceptual issues remain undeveloped in the literature. Roberts, for example, argues in
this issue that the notion of ‘communities of practice’ – a core concept in situated
learning theory – is itself problematic. To complement her discussion, this paper
explores the communities of practice concept from several perspectives. Firstly, we
consider the perspective of the individual learner, and examine the processes which
constitute ‘situated learning’. Secondly, we consider the broader socio-cultural context in
which communities of practice are embedded. We argue that the cultural richness of
this broader context generates a fluidity and heterogeneity within and beyond
communities. Finally, we argue that it is sometimes difficult to distinguish conceptually
between the terms ‘participation’ and ‘practice’ because of occasional duplication of
meaning. We propose, instead, a refinement of the definition to allow for greater
conceptual clarity.
@article{handley2006within,
abstract = {Situated learning theory offers a radical critique of cognitivist theories of
learning, emphasizing the relational aspects of learning within communities of practice
in contrast to the individualist assumptions of conventional theories. However, although
many researchers have embraced the theoretical strength of situated learning theory,
conceptual issues remain undeveloped in the literature. Roberts, for example, argues in
this issue that the notion of ‘communities of practice’ – a core concept in situated
learning theory – is itself problematic. To complement her discussion, this paper
explores the communities of practice concept from several perspectives. Firstly, we
consider the perspective of the individual learner, and examine the processes which
constitute ‘situated learning’. Secondly, we consider the broader socio-cultural context in
which communities of practice are embedded. We argue that the cultural richness of
this broader context generates a fluidity and heterogeneity within and beyond
communities. Finally, we argue that it is sometimes difficult to distinguish conceptually
between the terms ‘participation’ and ‘practice’ because of occasional duplication of
meaning. We propose, instead, a refinement of the definition to allow for greater
conceptual clarity.},
added-at = {2013-07-10T12:44:16.000+0200},
author = {Handley, Karen and Sturdy, Andrew and Fincham, Robin and Clark, Timothy},
biburl = {https://www.bibsonomy.org/bibtex/2dab46677cc8b1e4492b0b50326678f97/yish},
interhash = {6c1c15b78d3b893ccfe49e00fa1e5727},
intrahash = {dab46677cc8b1e4492b0b50326678f97},
journal = {Journal of management studies},
keywords = {cop identity learning practice},
number = 3,
pages = {641-653},
publisher = {Wiley Online Library},
timestamp = {2013-07-10T12:44:17.000+0200},
title = {Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice*},
url = {http://unpan1.un.org/intradoc/groups/public/documents/apcity/unpan030552.pdf},
volume = 43,
year = 2006
}