Children
at the Centre of Communities and Practise
Notes from Professor
Ted Glynn Lecture 24 July 2013
A community
of practise involves:
·
A community of practise
·
A domain of knowledge
·
A body of shared practises
·
Negation and construction of identities
A person’s
identity is made up of the communities they are competent in.
·
Interactions enhance relationships
·
Relations that enhance interactions
Participation
in a community of practise:
·
Engaging with other members
·
Accountability
Wenger 1998 -
boundary objects, people and practises
Permeable
Boundaries
Educators interested in inclusion need to consider the effect
on learning of crossing boundaries between communities of practise. E.G. communities of practise at home, and
communities of practise at home.
Boundary
Crossing
·
Sports team
·
Birthday parties
·
Shopping in the same community
·
Drive through the neighbourhood
·
Get seen in the community
Funds
of Knowledge
·
Historical knowledge
·
Culture knowledge
·
Strategies
·
Resources
Find ways
of respecting this knowledge
Uses phrases such as
·
‘what is your knowledge about . . . . ‘
·
‘Can you share what you know about . . .’
Expertise
– knowledge that comes from experience.
James Nottingham: Believes that ability group can have a
potentially negative effect – advocates grouping based on interest.
Hi Elysia
ReplyDeleteI really enjoyed Ted Glynn's workshop. His messages were powerful and also affirming because at school we try hard at crossing the boundaries with our community.
I found the quote from James Nottingham about ability grouping having a negative effect on children interesting. It has has me think about my groupings in class and how I can tweak them.
One thing that has had an impact on my teaching practice is the "Communities of Practice". We have discussed this in class and I would love children to recognise that in order to be a true member of our class community they need to ask questions/change something/teach others.
Marcelle
Hi Elysia
ReplyDeleteThanks for sharing this post as I missed the sessions with Ted. I agree with Marcelle that we do work hard to cross the boundaries. I am interested in how we make this explicit so children feel empowered to bring family members and their ideas, knowledge, beliefs etc knowing that these are considered, asked about and valued.
Some interesting learning to continue!
Myra
Hi Elysia
ReplyDeleteI really enjoyed Ted's session. Key concepts for me were boundary jumpers and communities of practice and to be part of a community practice is to be actively involved and feel that you can influence change. I think that James Nottinghams idea about that cross grouping can have a negative effect on children. What did you think about this? I am really keen to try the interest for reading grouping this term.