The perspective of communities of practice affects educational practices
along three dimensions:
- Internally: How to organize educational experiences that ground school
learning in practice through participation in communities around subject
matters? - Externally: How to connect the experience of students to actual
practice through peripheral forms of participation in broader communities
beyond the walls of the school? - Over the lifetime of students: How to serve the lifelong learning
needs of students by organizing communities of practice focused on topics of
continuing interest to students beyond the initial schooling period?
From this perspective, the school is not the privileged locus of learning. It
is not a self-contained, closed world in which students acquire knowledge to be
applied outside, but a part of a broader learning system.
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