FocusIndividual and collective learning through emergence and self-maintenance of groups
- Knowledge is … sum of situation-relevant competencies
- Knowing is … social co-participation
- Learner is … a novice (individual) in/or a community (defined by a state quality)
- Learning is … participating
- Teaching is … mentoring, suggestion, advising
SynopsisSpurred by the rise in popularity of Socio-Cultural Theory, Situated Cognition, and Situated Learning in the 1990s, there was a sharp uptick in discussions of structures of collective engagement. Within education, the most prominent of these is perhaps Community of Practice, and others that have gained some significant traction are Virtual Community of Practice, Network of Practice, Learning Community, and Professional Learning Community. Others that have been proposed that are relevant to theories of learning include:
- Community of Action – group of actors who, in contrast to participants in a self-perpetuating Community of Practice, have the opportunity (and perhaps mandate) to bring about change
- Community of Circumstance – group of people whose principal reason for gathering has to do with a life circumstance (e.g., cancer support group, incarcerated criminals, plane passengers)
- Community of Inquiry – group of individuals co-engaged in a problem-driven inquiry, such as those associated with Inquiry-Based Learning
- Community of Interest (Interest-Based Community) – group of individuals who share a passion (e.g., church group, activist group)
- Community of Place (Place-Based Community; Spatial Community) – group of people whose principal reason for gathering has to do with a geographic location (e.g., neighborhood, workplace, public space)
- Community of Position – a relatively temporary group of individuals who, as in a Community of Practice, are collected around a common interest but, unlike a Community of Practice, are more personally focused (e.g., high school cohort, sports team)
- Community of Purpose – group of individuals whose shared purpose has to do with helping members fulfill a need (e.g., building a house) of achieve a goal (e.g., building a website on learning theories)
CommentarySee Situated Learning.
Authors and/or Prominent InfluencesJean Lave Etienne Wenger
Status as a Theory of LearningThe above Communities Theories are not theories of learning. However, they can be understood as elaborations of theories of learning that are concerned with collective process.
Status as a Theory of TeachingWhile the discourse that typically surrounds Communities Theories is more descriptive than prescriptive, these perspectives do offer advice that could be considered pedagogical in nature, especially around group dynamics, formal and informal processes, and strategies for formatting inductions (such as apprenticeships).
Status as a Scientific TheoryBy virtue of its affiliation with various theories of learning, Communities Theories meets some of the requirements of a scientific theory. However, because they are more descriptive than prescriptive, they are not readily studied as effective sites of learning.
- Community of Action
- Community of Circumstance
- Community of Inquiry
- Community of Interest
- Community of Place
- Community of Position
- Community of Practice
- Community of Purpose
- Learning Community
- Network of Practice
- Professional Learning Community
- Virtual Community of Practice
Please cite this article as:
Davis, B., & Francis, K. (2020). “Communities Theories” in Discourses on Learning in Education. https://learningdiscourses.com.
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