if anyone is interested in the question of CoP and CHAT, my colleague
and former grad student Yew Jin LEE and I have an article coming out
in a new review journal published by the European Association for
Research on Learning and Instruction. Those interested let me know
and I can make available (for personal use following copyright) the
galley version of this article re-theorizing CoP and C of Learners
from a dialectical perspective.
On 15-May-06, at 8:54 AM, Tony Whitson wrote:
Interesting idea, Don.
While we're at this, I'm wondering about Legitimate Peripheral
Participation (LPP) in Communities of Practice (CoP) as a related
framework (i.e., Lave, Wenger, et al.).
CoP theory seems more immediately obvious as a framework for design
for doctoral preparation; but CoP & CHAT seem compatable,
overlapping, etc. but not identical. Don, your suggestion could
provide a concrete focus for exploring the relationships between
On Mon, 15 May 2006, Cunningham, Donald James wrote:
> I have been interested in the Carnegie Initiative on the Doctorate
> (there is a recent article about it in the Educational Researcher -
> archer/3503/3592-03_Shulman_RN_C.pdf). It occurred to me that in our
> quest to identify good existing examples of zopeds, an alternative
> strategy might be to design one. Often it is easier to understand
> something you have created than something you are looking at from the
> outside. What would a doctoral program built along the principles of
> CHAT look like? For example, would there be "leading activities"
> "social situations of development" and/or
> "meaning-formation-activities". If so, what are some examples? Would
> using Engestrom's triangles assist us in designing or revising a
> doctoral program? In what way would the essence of a zoped be
> Maybe some of you already know of such programs and could tell us
> Anyone interested in exploring this?
> Don Cunningham
> Indiana University
> xmca mailing list
UD School of Education
NEWARK DE 19716
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