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Teacher Learning in a Community of Practice: A Case Study of ...

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Wenger expla<strong>in</strong>s that:<br />

Def<strong>in</strong><strong>in</strong>g a jo<strong>in</strong>t enterprise is a process, not a static agreement. It produces relations <strong>of</strong><br />

accountability that are notjust fixed constra<strong>in</strong>ts or norms. These relations are manifested<br />

not as conformity but as the ability to negotiate actions as accountable to the enterprise<br />

(Wenger 1998:82).<br />

3.3.2.3.3 How is 'shared repertoire' a characteristic <strong>of</strong> practice as a source <strong>of</strong><br />

community coherence?<br />

Over time, the jo<strong>in</strong>t pursuit <strong>of</strong>an enterprise by its participants creates resources for<br />

negotiat<strong>in</strong>g mean<strong>in</strong>g. The elements <strong>of</strong> a shared repertoire <strong>of</strong>a community <strong>of</strong>practice can<br />

be very heterogeneous and could <strong>in</strong>clude "rout<strong>in</strong>es, words, tools, ways <strong>of</strong> do<strong>in</strong>g th<strong>in</strong>gs,<br />

stories, gestures, symbols" that the community has developed over time and which have<br />

become part <strong>of</strong>its practice (Wenger 1998:83). It comb<strong>in</strong>es both reificative and<br />

participative elements and <strong>in</strong>cludes discourse by which members create mean<strong>in</strong>gful<br />

statements about the world. The term 'repertoire' emphasises both the rehearsed character<br />

<strong>of</strong>the shared resources and its availability for further engagement <strong>in</strong> practice. As a<br />

resource for the negotiation <strong>of</strong>mean<strong>in</strong>g, a repertoire <strong>of</strong> a community <strong>of</strong>practice reflects a<br />

history <strong>of</strong>mutual engagement. "Histories <strong>of</strong><strong>in</strong>terpretation create shared po<strong>in</strong>ts <strong>of</strong><br />

reference but do not impose mean<strong>in</strong>g" (ibid.:84).<br />

While communities <strong>of</strong>practice provide a privileged context for the negotiation <strong>of</strong><br />

mean<strong>in</strong>g, Wenger (1998) warns about romanticiz<strong>in</strong>g them. Shared practice does not itself<br />

imply harmony or collaboration, <strong>in</strong> fact a community <strong>of</strong>practice may not necessarily be<br />

an emancipatory force. He cautions<br />

Communities <strong>of</strong>practice are not <strong>in</strong>tr<strong>in</strong>sically beneficial or harmful. They are not privileged<br />

<strong>in</strong> terms <strong>of</strong>positive or negative effects. Yet they are a force to be reckoned with, for better<br />

or for worse. As a locus <strong>of</strong> engagement <strong>in</strong> action, <strong>in</strong>terpersonal relations, shared<br />

knowledge, and negotiations <strong>of</strong> enterprises, such communities hold the keys to real<br />

transformation - the k<strong>in</strong>d that has real effect on people's lives (ibid:.85).<br />

91

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