By Austin Ranney
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Additional resources for Curing the Mischiefs of Faction: Party Reform in America
This is developed in more detail in Wenger-Trayner’s (2014) more recent writings on the landscape of practice that will be discussed later in this chapter. 4 Three Deﬁning Features of Communities of Practice Whilst Wenger and Lave’s (1991) earlier work focused primarily on how a learner moves into a community, from legitimate peripheral participation to full membership, Wenger’s later work in 1998, Communities of Practice: Learning, Meaning and Identity, gave signiﬁcantly more prominence to the deﬁning features of a CoP.
1 What Is a Community of Practice? 5 13 Further Developments Wenger’s earlier writing and research essentially considered CoPs in terms of legitimate peripheral participation in a relatively unstructured social environment, where participants shared a ﬁeld of practice. There was no explicit suggestion, at this stage, that there was either any formal leadership in the group, nor any talk of boundaries or how a CoP might relate to other CoPs in a participant’s professional life. However, Wenger’s later writings (1998, 2000, 2002, 2006, 2012a, b) and Wenger-Trayner‘s writings and website (2014),6 move beyond this.
Bernadette Mercieca teaches at the Xavier College, Melbourne, and is the e-learning coordinator for the Senior Campus. She is also a sessional tutor/lecturer for pre-service teachers at Australian Catholic University. D. candidate at the University of Southern Queensland who is researching the value that communities of practice might have for the professional learning of early-career secondary teachers. Dr. Amanda Mergler is a Lecturer in the School of Cultural and Professional Learning in the Faculty of Education at Queensland University of Technology, Brisbane, Australia.
Curing the Mischiefs of Faction: Party Reform in America by Austin Ranney