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Communities of practice : learning, meaning, and identity / Etienne Wenger.

By: Material type: TextTextSeries: Learning in doing : social, cognitive, and computational perspectives | Learning in doingPublication details: Cambridge : Cambridge University Press, 1998.Description: xv, 318p. : ill. ; 24 cmISBN:
  • 9780521430173 (hbk.) :
  • 0521663636 (pbk.) (1999 printing)
Subject(s): DDC classification:
  • 153.15 WEN
LOC classification:
  • BF318 .W4 1998
Contents:
Prologue; Part I. Practice: Introduction I; 1. Meaning; 2. Community; 3. Learning; 4. Boundary; 5. Locality; Coda I, Knowing in practice; Part II. Identity: Introduction II; 6. Identity in practice; 7. Participation and non-participation; 8. Modes of belonging; 9. Identification and negotiability; Coda II. Learning communities; Conclusion: Introduction III; 10. Learning architectures; 11. Organizations; 12. Education; Epilogue.
Summary: The theory of learning presented in this volume begins with the assumption that engagement in social practice is the fundamental process by which we acquire knowledge and by which we become who we are.
Holdings
Item type Current library Call number Copy number Status Date due Barcode
Long Loan TUS: Midlands, Main Library Athlone General Lending 153.15 WEN (Browse shelf(Opens below)) 1 Available 00212218
Long Loan TUS: Midlands, Main Library Athlone General Lending 153.15 WEN (Browse shelf(Opens below)) 1 Available 00212209
Long Loan TUS: Midlands, Main Library Athlone General Lending 153.15 WEN (Browse shelf(Opens below)) 1 Available 208875

Includes bibliographical references (p. 301-307) and index.

Prologue; Part I. Practice: Introduction I; 1. Meaning; 2. Community; 3. Learning; 4. Boundary; 5. Locality; Coda I, Knowing in practice; Part II. Identity: Introduction II; 6. Identity in practice; 7. Participation and non-participation; 8. Modes of belonging; 9. Identification and negotiability; Coda II. Learning communities; Conclusion: Introduction III; 10. Learning architectures; 11. Organizations; 12. Education; Epilogue.

The theory of learning presented in this volume begins with the assumption that engagement in social practice is the fundamental process by which we acquire knowledge and by which we become who we are.

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