Partnerships and communities of practice: a social learning perspective on community safety SCCJR Seminar Series Glasgow 21 October 2009 Alistair Henry.

Slides:



Advertisements
Similar presentations
Communities of Practice in Child and Youth Mental Health
Advertisements

Policies and Procedures for Civil Society Participation in GEF Programme and Projects presented by GEF NGO Network ECW.
Department of Education, Employment and Workplace Relations
USE OF REGIONAL NETWORKS FOR POLICY INFLUENCE: THE HIS KNOWLEDGE HUB EXPERIENCE Audrey Aumua and Maxine Whittaker Health Information Systems Knowledge.
Communities of Practice: An Introduction for Technical Communication Tracy Bridgeford, University of Omaha Communities of Practice Definition.
1 Latin American Summary Daniel Bouille Bariloche Foundation.
Theories of Small Group Communication
Responsible Influence of Traditional Leadership on School Governance in KwaZulu-Natal Sandile S. Mbokazi 13 th International EMASA Conference July.
1 Family-Centred Practice. What is family-centred practice? Family-centred practice is characterised by: mutual respect and trust reciprocity shared power.
« Advancing Knowledge and the Knowledge Economy », National Academy of Science, Washington DC, January 2005 « On Knowing Communities » Patrick Cohendet,
Setting the Stage for CBPR: Theories and Principles
Community Collaboration. Collaboration Leader Ability to guide the group towards the collaborations goals while seeking to include and explore all points.
Workplace learning in context: How organisations and individuals intersect Professor Helen Rainbird, Birmingham Business Workplace learning and the role.
Cultivating Communities of Practice in Autism CoPA Conference September 24, 2008.
Participatory Forums and the Informal Transfer of Knowledge US Army Officers and Complex Records within a Professional Community of Practice Heather Soyka.
Presented By: Susan Paschke, MSN, RN-BC,NEA-BC Judy Dawson- Jones MPH,RN COMMUNITIES OF PRACTICE.
Dr Alistair Henry (SIPR) Dr Simon Mackenzie (SCCJR) Understanding community policing: knowledge transfer and police perspectives.
Making partnership working effective Robin Douglas 2011.
© 2002 Etienne Wenger Where to start? Why focus on communities of practice? help with challenges access to expertise confidence fun with colleagues meaningful.
Sue Huckson Program Manager Emergency Care Program The National Institute of Clinical Studies Communities Of Practice A New Way Forward?
SCHEME FOR PROFESSIONALS IN HIGHER EDUCATION SESSION 4: Contextualised/Situated Learning.
BUILDING A YOUTH DEVELOPMENT SYSTEM IN YOUR COMMUNITY John J. Heldrich Center for Workforce Development Rutgers, the State University of NewJersey National.
Dr Anne Adams, IET, Open University of. Lave and Wenger (1991) – Situated Learning Wenger (1998) CoP work-based learning situations Establish meaning.
2011 SIGnetwork Regional Meetings Guidance in Structuring a Communities of Practice.
Educational Leadership Dimensions and Perspectives Part One Common borders. Common Solutions.
Youth Development as a Public Health Policy: How to Make it Work Richard E. Kreipe, MD, FAAP, FSAM Professor of Pediatrics University of Rochester Leadership.
Working Across Organisations Lecture 3 What models help us to understand collaborative practice?
NSW Curriculum and Learning Innovation Centre Draft Senior Secondary Curriculum ENGLISH May, 2012.
Integrating Safety Management Systems – Opportunities for Improvement
Communities of Practice February 16, Community of Practice: What is it? A group of people who engage in a process of collective learning. “CoPs.
ICS Colloquium -- Gerry Stahl1 Computer Mediation of Collaborative Learning: A Research Agenda ýby Gerry Stahl ýResearcher at ICS, L3D, CS ýNovember 20,
1 Higher Education and Regional Transformation: Social and Cultural Perspectives Allan Cochrane and Ruth Williams Impact Conference, Belfast, 28 January.
Introduction to Practice Scholars Yvonne Thomas December 2011.
MARGINS E VALUATION O VERVIEW Jen Beck, PhD EvalArts September 18, 2013.
04/07/2006Ann Winter Communities of Practice and Professional Work Based Learning Sue First Trish Houghton Ann Winter.
University of Illinois at Springfield Community of Practice & Faculty Development Laurel Vaughn Newman, Ph. D. Shari McCurdy Smith, M.A.
MJM22 Digital Practice and Pedagogy Week 9 Collaboration Tools.
Communities of Practice: A Constructivist-Based Model of Professional Development in 4-H Science Martin H. Smith, Ed.D. Associate Specialist in Cooperative.
ISSPP Building and Sustaining Successful Principalship: Messages from the Field Paper presented at CCEAM, Cyprus, October 2006.
Kathi Schoonover Director of Research & Sponsored Programs Northeastern State University.
"Can WE address the Issues surrounding Aboriginal Education?" "Yes We Can!!!! Together!" Sharon Cooke Peter Howard Catholic Schools Office, Armidale Australian.
Mountains and Plains Child Welfare Implementation Center Maria Scannapieco, Ph.D. Professor & Director Center for Child Welfare UTA SSW National Resource.
How people learn knowledge in organizations Through which knowledge sharing and creation culture being instilled in learners. In this regard, knowledge.
Week 2 – Approaches to Organizations Management
Policies and Procedures for Civil Society Participation in GEF Programme and Projects presented by GEF NGO Network ECW.
Centre for Excellence in Teaching and Learning Promoting Learner Autonomy Ivan Moore, Director Dr Jo Elfving-Hwang, Researcher/developer Developing Communities.
Enhancing teaching and learning: Building of capabilities through the establishment of a University Community of Practice. Dr Jack Frawley Associate Professor.
The Horizontal Cooperation Strategy and its First Knowledge Sharing Workshop: Background and Purpose Presentation by the Director of the Unit for Social.
HCC class lecture 17 comments John Canny 3/28/05.
Environment and Disaster Planning Hari Srinivas, GDRC Rajib Shaw, Kyoto University Contents of the presentation: -What is the problem? -Precautionary Principles.
Origins of Communities of Practice The term community of practice was coined to refer to the community that acts as a living curriculum for the apprentice.
Why Community-University Partnerships? Partnerships Enhance quality of life in the region Increase relevance of academic programs Add public purposes to.
The Case for Participation Enter Date Enter Presentation Audience.
Communities of Practice Stephen Merry & Paul Orsmond Staffordshire University Faculty of Sciences.
UNISON Scotland Branch presentation on Scottish Executive consultation paper The Next Stage of Reform Transforming Public Services.
Online Communities of Practice Dr. Fariza Khalid.
Comunities of Practise Jim Yonazi (PhD) The Institute of Finance Management P.O Box 3918 Dar es Salaam, Tanzania
Community of practice
COMMUNITIES OF PRACTICE John Carney. Communities of Practice Learning Theory  Communities of practice (CoP) are groups of people who share a concern.
Teach like a researcher: The contours and implications of a teaching experiments approach to preparing secondary STEM teachers Ian Parker Renga, Ed.M.
STRONG FAMILY AND COMMUNITY ENGAGEMENT IS CENTRAL TO EFFECTIVE SCHOOL REFORM Jan Patterson and Ann Bliss Smarter Schools National Partnerships Key Reform.
Developing primary student teachers’ subject knowledge: are we making the most of a school-based system? Rupert Knight TEAN 2016.
TAIEX-REGIO Workshop on Applying the Partnership Principle in the European Structural and Investment Funds Bratislava, 20/05/2016 Involvement of Partners.
Community of Practice (CoP)
Organization and Knowledge Management
KP to add NSF Logo and Grant #
Situated Cognitive Theory
Reflections on the GEN Network
Overview of Symposium Welcome
Communities of practice
Presentation transcript:

Partnerships and communities of practice: a social learning perspective on community safety SCCJR Seminar Series Glasgow 21 October 2009 Alistair Henry (University of Edinburgh)

Overview of presentation Wenger’s ‘communities of practice’ Wenger’s ‘communities of practice’  From apprenticeship to ‘communities of practice’  Dimensions of ‘communities of practice’ (domain, community, practice)  Familiarity of ‘communities of practice’ (even reflexive actors stand on the shoulders of giants; ubiquitous, organic and part of our ‘becoming’) Communities of practice in organisations (the designed and the emergent, identification and negotiability; interstitial CoP; brokering and boundaries) Communities of practice in organisations (the designed and the emergent, identification and negotiability; interstitial CoP; brokering and boundaries) Communities of practice in CS partnerships (a shared interest; a valued enterprise; a capacity to do things; the right community; sustainability and memory) Communities of practice in CS partnerships (a shared interest; a valued enterprise; a capacity to do things; the right community; sustainability and memory)

Wenger’s ‘communities of practice’ From apprenticeship to ‘communities of practice’ From apprenticeship to ‘communities of practice’  Wenger’s theory evolved from an attempt to ‘rescue’ the idea of apprenticeship (Lave and Wenger, 1991)  Different social and cultural forms of apprenticeship (Yucatec Mayan midwives, Liberian Tailors, naval quartermasters, supermarket butchers, non-drinking alcoholics)  Lessons to be drawn: learning occurred through everyday collective practices, opportunities for learning opened up by legitimate membership, learning was about ‘changing identities’

“(A) theory of social practice emphasizes the relational interdependency of agent and world, activity, meaning, cognition, learning and knowing. It emphasizes the inherently socially negotiated character of meaning and the interested, concerned character of the thought and action of persons-in-activity. This view also claims that learning, thinking and knowing are relations among people in activity in, with, and arising from the socially and culturally structured world.” (Lave and Wenger, 1991: 50-51)

“A community of practice is a set of relations among persons, activity, and world over time and in relation with other tangential and overlapping communities of practice. A community of practice is an intrinsic condition for the existence of knowledge, not least because it provides the interpretive support necessary for making sense of its heritage. Thus, participation in the cultural practice in which any knowledge exists is an epistemological principle of learning.” (Lave and Wenger, 1991: 98)

Dimensions of ‘communities of practice’ Dimensions of ‘communities of practice’ Three overlapping and inter-related dimensions of CoP  ‘Domain’ – the shared project or interest that gives a community its purpose and its focus – marks out what is valued by the community and what ‘counts’ as relevant to it.  ‘Community’ – those engaged in common pursuit of the domain – the ‘social fabric’ of learning  ‘Practice’ – a set of ‘frameworks, ideas, tools, information, styles, language, stories’ – the knowledge and competencies of members, as well as what they do See: Wenger et al. (2002) Cultivating Communities of Practice. Harvard Business School Press.

Familiarity of ‘communities of practice’ Familiarity of ‘communities of practice’ Even reflexive actors ‘stand on the shoulders of giants’ – creativity of actors within structural constraints (explicit influence of Giddens, Bandura, Becker, Fish, Goodman, Kuhn etc. on Wenger’s CoP)  CoP are inevitable and everywhere  We are all members of a ‘constellation’ of CoP  We are more immersed in some CoP than others  Membership of CoP changes over time  CoP provide the ‘interpretive support’ for social interactions  CoP arise informally (but can also exist in formal contexts)

Communities of practice in organisations Designed and emergent structures Designed and emergent structures  Designed structures of organisations (physical buildings, departmental structures, job descriptions and hierarchies, strategic documents and business plans)  Emergent structures evolve within CoP in response to institutional designs of the organisation  Possible for emergent structures to be closely orientated around designed structures but they would not be identical

Interstitial communities of practice Interstitial communities of practice  Unintended CoP that emerge in response to design problems – or where emergent practices fall out of alignment with institutional designs Identification and negotiability Identification and negotiability  Identification – investment of self in particular roles and identities (valued roles create identification)  Negotiability – degree of capacity one has to mould what it is to be the bearer of a given identity

Boundaries and brokering Boundaries and brokering  As CoP develop they develop shared meanings, symbols, practices for those enmeshed within them - they ‘deepen’ – creating boundaries between those who have a sense of this history of practice and those who do not  Brokering – crucial role through which CoP in organisations are joined up – brokers tend to be peripheral members of many different CoP in the organisation See: Wenger (1998) Communities of Practice. Cambridge University Press.

Communities of practice in community safety partnerships Recommendations to promote the development of community safety and productive communities of practice under its auspices. Five interlinked themes emerged: A shared interest A shared interest A valued enterprise A valued enterprise A capacity to do things A capacity to do things The right community The right community Sustainability and memory Sustainability and memory

A shared interest A shared interest  Communities of practice evolve around shared interests (domains) that people have in common  ‘Community safety’ is open-textured and ambiguous – positive in that it gets members around the table (“we all have an interest in that”) – negative in that it does not imply a clear set of practices.  Specific initiatives (ASB, wardens’ schemes, business crime initiatives) may provide clearer domains that support different CoP within Community Safety Partnerships  Brokering role of the Designated Officers

A valued enterprise A valued enterprise Commitment to (and identification with) an activity is likely to be limited if it is not recognised as a valued activity (although there are different audiences who might value it)  Valued enterprise to partner agencies – promotion prospects and marginalisation; symbolic and real commitment through seniority of secondments; consistency of secondments  Auditing and performance regimes – gives recognition to an activity – but creates a danger of interstitial CoP around auditing process

A capacity to do things A capacity to do things Partnerships as “talking shops”? – a lack of capacity to have an effect on the world (negotiability) likely to be corrosive of members’ interest in the shared project (domain)  Funding of community safety – annual to three year funding cycles – an uncertain future?  Running agendas through community safety – gives CS specific domains of practice but there was resistance to some of the ‘narrower’ agendas  Getting parent agencies to act – seniority, status and ‘having the ear’ of the necessary people

The right community The right community  Democracy and community safety – the problem of “community consultation”; elected representatives, Community Councils and the development of evidence-based priorities  Trust amongst members – shared commitment to the partnership and its value – formal protocols, recognition of occupational differences, and mutuality. Sustainability and memory Sustainability and memory  Mentoring of new members  Co-location of Designated Officers – symbolic messages about value, status and shared domain  Occupational identities around ‘community safety’ – “radical cadres of transformative power” (Hughes, 2002)

Key references Lave and Wenger (1991), Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Lave and Wenger (1991), Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Wenger (1998), Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wenger (1998), Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wenger, McDermott and Snyder (2002), Cultivating Communities of Practice. Harvard Business School Press. Wenger, McDermott and Snyder (2002), Cultivating Communities of Practice. Harvard Business School Press.