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11 Jun 08

Bonnie'sBlog: A great new book

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idea of the “situated curriculum” by which she means learning as a localized practice in which “content is closely related to the specific set of local, material, economic, symbolic, and social characteristics of the field of practices and work activities.”
“The situated curriculum…exhibits an erratic, context-dependent, redundant, event-based and largely non-linear sequence where what to do, how to do it (and how to do it skillfully) are taught on an experiential basis and the novice ‘learns the ropes’ of the trade by imitation and contact with practitioners.”
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- undercuts the illusion of “knowledge management” that attempts to bottle knowledge up in databases
- many senior workers did not want to reveal their expertise within the situated curriculum
- practice-based analysis gives priority to practices over individuals, that even a collective subject is no good but we must attend to “sets of seeing, doing, and saying.” The concept of intentionality is rejected
- In practice-based theory we have lost our minds but gained our bodies, which are made visible in the theoretical discourse.
- The trained body is seen as an antidote to cognitivism and rationality.
- the mind and body are not separate
- The rejection of mind in the practice-based approach is something more fundamental than a methodological maneuver.
- Mind is a natural phenomenon yet we must give it up as though it were an unspeakable excess, along with subject, communication, and language.
- maybe we should just stick to mid-range theories grounded in ethnographic observation

09 Jun 08

From Shared Databases to Communities of Practice: A Taxonomy of Collaboratories

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26 May 08

The Curriculum in a community of practice - Revista Sísifo

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Communities of Practice -COPS, International Bureau of Education. Bureau International d'Education. Oficina Internacional de Educacion. IBE. BIE. OIE. | UNESCO.ORG

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The Design of an Online Community of Practice for Beginning Teachers

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