Crisis and Transformative Learning in Communities of Practice: Semi-Formal Learning in CSDP during COVID-19

Abstract

Abstract This article analyzes learning in the EU’s Common Security and Defence Policy (CSDP) by way of drawing on recent theoretical advancements on the concept of communities of practice (CoP) in international relations (IR). The article presents an analytical framework that distinguishes between reproductive and transformative learning in relation to levels of contestation in CoPs. To illustrate the framework’s analytical usefulness, the article analyzes the case of CSDP lessons learning during the COVID-19 pandemic. The analysis draws on data from a survey as well as interviews with EU officials, and it suggests that the combination of an external crisis and an institutional momentum to facilitate collective learning produced a context where CSDP practitioners demonstrated more willingness to engage in the formal process of recording lessons. A shared sense of urgency in collecting lessons from the pandemic and the unprecedented absence of informal sites for learning practices due to restrictions of physical meetings, meant that semi-formal learning practices could fill the void of informal interactions. This provided for a unique context for transformative learning in the CSDP that is highly relevant for IR scholars interested in the political effects of learning and contestation in international organizations and in CoPs more generally.