Hooking up mildly or wildly

2019 ◽  
Vol 8 (1) ◽  
pp. 108-131 ◽  
Author(s):  
Brian Adams-Thies

Abstract This article explores a specific linguistic intervention ("mild to wild”) that occurs in online communication on gay internet hook up sites. It argues that despite supposed knowledge as to what “mild to wild” means, we must look at this linguistic intervention within specific socio-cultural contexts. Without context, the actual uses and meanings of “mild to wild” might be misunderstood while our knowledge of sexual communities of practice risks falling squarely into stereotypes. For this community of practice, “mild to wild” creates a linguistic opportunity for men interested in having sex with other men to be able to define their desires and further explicate how their sexual interaction will take place while also negotiating expectations and assumptions of male-male sex within increasingly homonormative strictures. Data was gathered from over four years of ethnographic research and is presented from a cultural and anthropological linguistics perspective. The phrase “mild to wild” is used by these men in order to: (1) contest supposed concrete categorizations of sexuality and desire; (2) to create highly contextual intimacies and organizations of desire through online-linguistic interaction; and (3) to alleviate detrimental social effects attached to specific unsafe and variant sex practices. The author argues that this community of practice is an example of how new socialities develop within homonormativities designed to control queer sex and desire.

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?


2015 ◽  
Vol 44 (5) ◽  
pp. 629-652 ◽  
Author(s):  
Sam Kirkham

AbstractThis article examines how the social meanings of phonetic variation in a British adolescent community are influenced by a complex relationship between ethnicity, social class, and social practice. I focus on the realisation of the happy vowel in Sheffield English, which is reported to be a lax variant [ε̈] amongst working-class speakers but is undergoing change towards a tense variant [i] amongst middle-class speakers. I analyse the acoustic realisation of this vowel across four female communities of practice in a multiethnic secondary school and find that the variable's community-wide associations of social class are projected onto the ethnographic category of school orientation, which I suggest is a more local interpretation of class relations. Ethnographic evidence and discourse analysis reveal that local meanings of the happy vowel vary further within distinctive community of practice styles, which is the result of how ethnicity and social class intersect in structuring local social practices. (Intersectionality, indexicality, social meaning, identity, ethnicity, social class)*


2015 ◽  
Vol 44 (1) ◽  
pp. 63-85 ◽  
Author(s):  
STEPHEN CHRISOMALIS

AbstractMathematical prescriptivism is a language ideology found in school mathematics that uses a discourse of rationality to proscribe language forms perceived as illogical or inefficient. The present study is based on a three-year ethnographic investigation of Math Corps, a community of practice in Detroit, Michigan, in which prescriptive language in the classroom is used both to highlight beneficial algorithms and to build social solidarity. Although motivated by the analogy with English orthographic reform, prescriptivism at Math Corps avoids potentially harmful criticism of community members of the sort often experienced by African American students. A playful linguistic frame, the prescriptive melodrama, highlights valued prescriptions, thereby enculturating students into the locally preferred register, the ‘Math Corps way’, which encompasses social, moral, linguistic, and mathematical practices and norms. A sociolinguistic and anthropological perspective on prescriptivism within communities of practice highlights positive alternatives to the universalizing prescriptions found in other English contexts. (Prescriptivism, language ideology, mathematics education, community of practice, Math Corps, linguistic anthropology, language socialization)*


2011 ◽  
pp. 202-215 ◽  
Author(s):  
Lisa Kimball ◽  
Amy Ladd

The boundaries of a Community of Practice (CoP) have changed significantly because of changes in organizations and the nature of the work they do. Organizations have become more distributed across geography and across industries. Relationships between people inside an organization and those previously considered outside (customers, suppliers, managers of collaborating organizations, other stakeholders) are becoming more important. In addition, organizations have discovered the value of collaborative work due to the new emphasis on Knowledge Management—harvesting the learning and the experience of members of the organization so that it is available to the whole organization. This chapter offers a practical toolkit of best practices, tips and examples from the authors’ work training leaders to launch and sustain a virtual CoP, including tips for chartering the community, defining roles, and creating the culture that will sustain the community over time.


2011 ◽  
pp. 150-164 ◽  
Author(s):  
Bronwyn Stuckey ◽  
John D. Smith

The authors have both been involved as designers, producers and facilitators of CPsquare’s Foundations of Communities of Practice Workshop (www.cpsquare.com). Through that ongoing exposure to learning and leading in Communities of Practice (CoPs), they became convinced that stories about CoPs play a crucial role in motivation and learning for community leaders. Within communities, the swapping of stories is a means by which local theories of cause and effect are developed and contextualized. These stories provide powerful ways of invoking context, of framing choices and actions and of constructing identity (Bruner, 2002). From the context of a Community of Practice (CoP) concerned with the cultivation of CoPs, (i.e., the Foundations workshop) there is strong anecdotal evidence that stories are of equal value to practitioners and researchers alike. As part of an extended research activity, and parallel to this growing conviction about stories, Stuckey analysed the Frequently Asked Questions (FAQs) raised over six iterations of the workshop. The ten most frequently asked questions became the basis of semi-structured interviews held with the developers and managers of the communities described in this chapter. The chapter presents the essence of seven community cases and is intended as an enticement to explore the full case descriptions and community stories (which are beyond the limitations of this printed publication) at http://www.cpsquare.org/cases/.


Author(s):  
Jacob Prisk ◽  
Kerry Lee

Involving the community in supporting students’ learning is something most educators would consider high in importance. Communities of practice have proven they assist authentic learning to take place. Developing an online community of practice adds a layer of complexity to classroom learning, as it is more than simply converting activities to Web-based interactions. This chapter provides background to what communities of practice are and how they function. It outlines the considerations needed to design a successful and sustainable community of practice. Utilization, considerations for implementation and future trends will also be elaborated upon.


2008 ◽  
pp. 610-618 ◽  
Author(s):  
Umar Ruhi

Reminiscent of the present-day Web vogue and the emergence of a myriad of e-enabled business models, virtual communities of practice are fast emerging as the next logical extension of traditional communities of practice. Virtual communities of practice exemplify the components of most contemporary communities of practice, which incorporate elements of physical social interactions, in combination with distributed virtual connections. These communities utilize technology applications to better manage their routine pursuits. More specifically, information and communication technologies (ICTs) are being used to facilitate the operations of a community of practice by providing tools for managing content (explicit knowledge) and a means for sharing expertise (tacit knowledge) through cooperation, coordination, and collaboration. The enabling technologies for institutionalizing a virtual community of practice range from simple user tools such as e-mail, teleconferencing, and groupware, to the more complex software applications, including group decision support systems (GDSSs) and corporate portals.


Author(s):  
Rebecca Scheckler

Two intense case studies were done of teachers using the Inquiry Learning Forum (ILF), an online space for professional development in inquiry pedagogies. Major findings included: The ILF initially conceived as an online professional development tool in the form of a Community of Practice (COP) was reconceived as an electronic tool within a larger space that included the online tool but also many co-present spaces pertinent to a teacher’s practice of inquiry pedagogy. These case studies also demonstrated the transformative nature of teachers engaging in a COP. Not only is the teacher changed but also the COP is changed by the practice. The cases demonstrated the need for teachers to feel disequilibrium in their practice before they are willing to engage in change of those practices. Lastly immersion in practice described as The Pedagogy of Poverty hampered one teacher’s progress in the ILF. These findings are based upon my empirical observations with the backdrop of John Dewey’s Theory of Inquiry and of Etienne Wenger’s concept of communities of Practice. Future trends in using online COPs for professional development need to look at practice in these terms where allowance for transaction, support outside the electronic space, and disequilibrium are considered.


2021 ◽  
pp. 141-157
Author(s):  
Tony Silva

The men interviewed interpreted sex with men as compatible with heterosexuality and masculinity. What the author calls “bud-sex” is the way rural and small-town, white, straight men interpret or engage in sex in ways that reinforce their heterosexuality and masculinity. While the sex these men have with other men involves acts similar to those between gay and bisexual men, the meanings they attach to these acts differ greatly. Bud-sex has three components. First is hooking up with other masculine, white, and straight or bisexual men. Second is having secretive, nonromantic sex. And third is interpreting male-male sex as largely unthreatening to masculinity, heterosexuality, or marriage. Bud-sex, with its unique understandings of gender and sexual identity, reflects and reinforces the men’s embeddedness in straight culture. Sexual identity and masculinity depend on what sex acts mean, rather than on mere mechanics. Consequently, interpretations of sexual practices, not sexual practices in and of themselves, are crucially important. For the straight men interviewed, their interpretations both reflected and reinforced their embeddedness in straight culture. Bud-sex allows straight men to enjoy male-male sex without threatening either their heterosexuality or their masculinity.


Author(s):  
Amir Manzoor

In contemporary Knowledge Management, communication and collaboration play very significant role. Knowledge exists within the stakeholders of an organization. Such knowledge, when extracted and harnessed effectively, can become an extremely valuable asset to achieve organizational goals and objectives. This knowledge, embedded in the people, must be properly released through an appropriate channel to make it usable. Through dialogue and discussions, using online tools, this release and reuses of knowledge can be made possible. The Community of Practice (CoP) is a useful organizing concept for enhancing collaboration, sharing knowledge, and disseminating best practices among researchers and practitioners. This chapter explores the concept of Communities of Practice and how Web 2.0 technologies can facilitate the transformation from a conventional community of practice to online community of practice for better and effective online communities of practices.


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