Revisiting Communities of Practice – the case of Egyptian graffitists

Author:

Abou-Setta Amal

Abstract

Purpose – The Egyptian Revolution gave birth to an intriguing community of graffiti artists that have been going through successful social learning processes. The naturally formed learning groups provided a fertile substance for social learning research and called for a comparison between the nature and elements of social learning and those of the learning taking place in the more traditional settings in an attempt to magnify factors of success. The purpose of this paper is to draw upon Wenger’s (1998) theory of Communities of Practice (CoP) and examines three major elements of learning in relation to it; namely, motivation, social practice, and the role of experts. Design/methodology/approach – The paper offers an in-depth analysis of perceptions of six Egyptian graffiti artists of their learning experiences. Findings – The paper argues that the motivational factor is underdeveloped in Wenger’s theory and that a concept that encompasses a combination of intrinsic motivation (IM) and identified regulation would provide a more accurate description of the driving force of a successful social learning process. Research limitations/implications – Although a snowballing approach was adopted, reaching the interviewees was not an easy task for security reasons; therefore, limiting the number to six was forced upon the researcher. Yet, a sense of saturation was reached. The paper underlines the vital role of social practice, which places meaning at the centre of learning, calls for revisiting the role of experts in Wenger’s theory and claims its marginality. Originality/value – Conclusions of this study suggest that the idea of a combination of passion and goal as core components of a CoP is an underdeveloped concept in Wenger’s (1998) theory and that outward motivational factors need to be discarded from the equation. This research proposes that a combination of IM and identified regulation provide a more accurate description of the driving force of a successful social learning process.

Publisher

Emerald

Subject

Education,Life-span and Life-course Studies

Reference32 articles.

1. Angelides, P. (2001), “Using critical incidents to understand school cultures”, Improving Schools , Vol. 4 No. 1, pp. 24-33.

2. Baalen, P.V. , Bloemhof-Ruwaard, J. and Heck, E.V. (2005), “Knowledge sharing in an emerging network of practice: the role of knowledge portal”, European Management Journal , Vol. 23 No. 3, pp. 300-314.

3. Bettiol, M. and Sedita, S.R. (2011), “The role of community of practice in developing creative industry projects”, International Journal of Project Management , Vol. 29 No. 4, pp. 468-479.

4. Bowles, S. and Gintis, H. (1976), Schooling in Capitalist America: Education Reform and the Contradictions of Economic Life , Basic Books Inc., New York, NY.

5. Brown, S. and Duguid, P. (1996), “Organizational learning and communities-of-practice: towards a unified view of working, learning, and innovation”, in Cohen, M.D. and Sproull, L.G. (Eds), Organizational Learning , Sage Publications, London, pp. 58-82.

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3