Abstract
This paper is about the experience of “common-unity” among people who are members of place and non-place communities. We review the concept of “community” and then propose a theory of constraints and affordances to “common-unity” among members of both types of communities. The theory stresses the central role of community value and self-efficacy beliefs about community. Based on the theory, we then propose methods that teachers may use to develop common-unity within a learning environment and within a locality (place)-based community.
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