Legitimate peripheral participation in communities of practice

Abstract

In this chapter, the authors suggest that learning is part of a social practice and recast the central characteristics of historical realisations of apprenticeship in terms of legitimate peripheral participation in communities of practice. They begin with a discussion of the structuring resources that shape learning possibilities and the apprentices' changing perspectives about what is known and done. They suggest that the social relations of apprentices within a community change through their direct involvement in activities and in the process, their understanding and knowledgeable skills develop. They argue that the effects of peripheral participation on knowledge-in-practice are not properly understood and that studies of apprenticeships have presumed a too literal coupling of the work and learning processes. The problem of access is discussed with the authors arguing that transparency can increase participation. The relation of newcomers to the discourse of practice is then examined and this is followed by a discussion of how identity and motivation are generated as newcomers move towards full participation. Finally, the contradictions inherent in learning and the relations of the resulting conflicts to the development of identity and the transformation of practice are explored.