Understanding Lapita as History

2014 ◽  
Author(s):  
John Edward Terrell
Keyword(s):  
Community Of Practice ◽  
The South ◽  
High Baseline ◽  
Mutual Engagement ◽  
Residential Communities ◽  
Bismarck Archipelago ◽  
Shared Ancestry ◽  
Regional Community ◽  
Historical Phenomenon ◽  
Baseline Probability

Although often seen as a singular historical phenomenon, it is likely that the prehistory witnessed archaeologically by Lapita pottery and other associated artifacts differed significantly in Near Oceania from the tale told about this pottery in Remote Oceania. There is a high baseline probability that Lapita evolved in the Bismarck Archipelago as part of an ancient, broadly distributed community of practice among diverse local residential communities. In contrast, around 3,000 years ago and after a number of generations in Near Oceania, some of the bearers of Lapita pottery sailed away to colonize what had hitherto been the uninhabited islands to the south and east. Thereafter, due perhaps to the greater distances among the major Remote Oceanic archipelagoes, Lapita as an archaeological complex bears witness mostly to the shared ancestry of these pioneers rather than to their continuing mutual engagement in a newly founded, more expansive regional community of practice.

LITTLE BUILDERS: CORAL INSECTS, MISSIONARY CULTURE, AND THE VICTORIAN CHILD

2010 ◽  
Vol 39 (1) ◽  
pp. 223-238 ◽  
Author(s):  
Michelle Elleray
Keyword(s):  
South Pacific ◽  
Pacific Islanders ◽  
The Novel ◽  
Pacific Island ◽  
The South ◽  
Missionary Work ◽  
Self Actualization ◽  
Coral Island ◽  
Historical Phenomenon ◽  
Child Reader

In his Preface to R. M. Ballantyne's most famous novel, J. M. Barrie writes that “[t]o be born is to be wrecked on an island,” and so the British boy “wonder[s] how other flotsam and jetsam have made the best of it in the same circumstances. He wants a guide: in short, The Coral Island” (v). While for Barrie the island is a convenient shorthand for masculine self-actualization, the question pursued here is the relevance of a coral island, or more specifically the coral that forms the island, to the child reader. Published in 1857 and widely recommended for boys in the latter half of the nineteenth century, The Coral Island presents three boys, shipwrecked in the South Pacific, who in the first half of the novel demonstrate their resourcefulness in forming an idyllic community. Their pre-lapsarian paradise is then disrupted, first by Pacific Island cannibals and then by European pirates, the juxtaposition implicitly presenting civility as a quality that must be actively maintained by the European reader, rather than assumed as inherent in ethnicity. The second half of the novel sees the boy narrator, and eventually all the boys, implicated in key Western activities in the South Pacific: piracy, trade, and missionary activity. The latter is important to Ballantyne, a staunch Christian himself, and is focused through the historical phenomenon of Pacific Island “teachers,” that is, converted Pacific Islanders who preceded or accompanied European missionaries in the effort to spread Christianity across the South Pacific. The missionary work highlighted in the novel, as this essay will show, is also integrally connected to the coral featured prominently in its title.

Tackling the emotional toll together: How journalists address harassment with connective practices

Journalism ◽  
2021 ◽  
pp. 146488492110552
Author(s):  
Anu Kantola ◽  
Anu A Harju
Keyword(s):  
Professional Identity ◽  
Community Of Practice ◽  
Emotional Support ◽  
Emotional Engagement ◽  
Practice Research ◽  
Trial And Error ◽  
Online Harassment ◽  
Emotional Labour ◽  
Mutual Engagement ◽  
Emotional Effects

In this article, we examine how journalists address and tackle online harassment by connective practices that involve joint action with peers and editors that we find are particularly effective in addressing the emotional effects of harassment. Theoretically, we bridge community of practice research with theories of emotional labour to develop a novel perspective to examine online harassment. Drawing on 22 interviews with Finnish journalists, we find three categories of connective practices that are particularly effective in tackling harassment: (1) supportive connection between the journalist and the editor; (2) shared collegial practices among peers in the newsrooms and (3) emotional engagement among peers outside the newsroom. All three categories illustrate how journalists as a community of practice develop new practices through dynamic processes innovation, improvisation, trial and error, reciprocal learning and mutual engagement. Importantly, emotional labour forms an important dimension of these practices as the journalists jointly address and tackle the emotional effects of harassment. We posit that the effectiveness of these connective practices largely stems from their ability to provide emotional support. While addressing feelings of fear, anger and shame, these shared practices also help consolidate the newly acquired knowledge and the professional identity under attack. Finally, we offer recommendations for newsrooms and journalists on how to collectively counter harassment and develop policies to address it.

scholarly journals Ações da formadora e a dinâmica de uma comunidade de prática na constituição/mobilização de TPACK Actions of professor and the dynamics of a community of practice in the constitution/mobilization of TPACK

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Márcia Cristina De Costa Trindade Cyrino ◽  
Loreni Aparecida Ferreira Baldini
Keyword(s):  
Qualitative Research ◽  
Community Of Practice ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Digital Technologies ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Mutual Engagement ◽  
Education Process

O objetivo do presente artigo é identificar as ações da formadora e a dinâmica de uma Comunidade de Prática de Formação de Professores de Matemática - CoP- FoPMat que contribuíram para constituição/mobilização de Conhecimentos Tecnológicos e Pedagógicos do Conteúdo – TPACK. Para tanto, foi realizada uma investigação qualitativa de cunho interpretativos da prática dessa comunidade no empreendimento de discutir modos de integrar o software GeoGebra no ensino de matemática. Os resultados evidenciaram que as ações da formadora e a dinâmica da CoP promoveram o engajamento mútuo de seus membros no processo de formação, a constituição de um repertório específico que fomentou a construção/mobilização de conhecimentos necessários para integração tecnologias digitais no ensino de Matemática.The purpose of this article is to identify the actions of the professor and the dynamics of a Community of Practice of Mathematics Teachers Education - CoP-FoPMat that contributed to the constitution/mobilization of Technological Pedagogical Content Knowledge - TPACK. Therefore, a qualitative research of interpretation nature of practice episodes of this community in the project to discuss ways of integrating GeoGebra software in mathematics teaching was done. The results showed that the actions of the professor and dynamics of CoP promoted the mutual engagement of its members in the education process, the establishment of a specific repertoire that fomented the construction/mobilization expertise to integrate digital technologies in mathematics education.

scholarly journals Community of assessment practice or interests: The case of EAP writing assessment

2016 ◽  
Vol 5 (2) ◽  
pp. 262
Author(s):  
Faisal Al-Maamari
Keyword(s):  
Community Of Practice ◽  
Social Practice ◽  
First Year ◽  
Assessment Practice ◽  
First Year Students ◽  
Mutual Engagement ◽  
Assessment Policies ◽  
Joint Enterprise ◽  
Practice Framework ◽  
Policies And Practices

Setting, disseminating and applying assessment standards are part of university academic programmes of study. Nowadays, assessment is increasingly viewed from a social practice perspective, and so doing entails exploring how the quality of assessment is shaped by interaction and co-participation with different communities of practice. Therefore, based on this perspective, the study reported here aimed to examine the assessment policies and practices of laboratory report writing of first year students in credit-bearing, English for Special Purposes programmes at a university in the Sultanate of Oman. Interviews of programme administrators and the instructors plus institutional and programme documents were examined to investigate these assessment policies and practices. The programme administrators were asked about how they planned the written assessment in their programmes, and the instructors were asked about their experiences of these assessments. The data were then analysed thematically using community of practice framework, namely in relation to (1) a shared repertoire of communal resources, (2) mutual engagement, and (3) a sense of joint enterprise. It was found that instead of community of practice, there were (sub)communities of practices wherein interaction, negotiation and communication amongst members and non-members were punctuated by control, power and autonomy, all working with the aim of narrowing the range between the personal goals of the academic and the communal goals of the institution. The overarching conclusion is that in their assessment practices, the two instructional programmes exhibited varying degrees of community of practice based on the above three attributes.

scholarly journals "Go for Broke and Speak Your Mind!" Building a Community of Practice with Bilingual Pre-Service Teachers

2014 ◽  
Author(s):  
Hyesun Cho
Keyword(s):  
Teacher Preparation ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Classroom Community ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mutual Engagement

Despite the popularity of communities of practice (CoP) in education, there is a paucity of research on teacher preparation programs that are deliberately created to build and sustain CoP to help bilingual pre-service teachers’ learning. This qualitative study describes how a community of practice was purposefully developed in a teacher preparation program for bilingual undergraduates in Hawaii. Using multiple forms of qualitative data, such as classroom transcripts, interviews, online discussion posts, and reflection journals, I illustrate how a cohort of pre-service teachers and their instructor created a facilitative and reflective classroom community of practice. Using narrative inquiry and thematic analysis, I identified two overarching contextual conditions that provided a favorable learning environment for student participation: (1) sustained support and rapport within a cohort, and (2) narratives as a process of mutual engagement. Findings suggest teacher educators purposefully create CoP for pre-service teachers around shared narratives in order to foster sustained critical reflections.

Cooperative Learning through Communities of Practice

2012 ◽  
pp. 189-199
Author(s):  
Emilio Lastrucci ◽  
Angela Pascale
Keyword(s):  
Professional Development ◽  
Cooperative Learning ◽  
Best Practices ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Web Technologies ◽  
Working Environments ◽  
Mutual Engagement ◽  
Common Task ◽  
Traditional Training

A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies.

Tracing the emergence of a community of practice: Beyond presupposition in sociolinguistic research

2014 ◽  
Vol 43 (1) ◽  
pp. 61-81 ◽  
Author(s):  
Brian W. King
Keyword(s):  
Discourse Analysis ◽  
Community Of Practice ◽  
Mutual Engagement ◽  
The Social ◽  
Audio Recordings ◽  
Institutional Forces ◽  
The Status ◽  
The Difference ◽  
Joint Enterprise

AbstractThis study examines the language-driven aspects of the formation of a classroom-based community of practice (CoP), placing emphasis on ways in which researchers can verify the status of observed practices. Discourse analysis is reinforced by such an evidence-based understanding of the social milieu of a research site. When determining whether an aggregate of people is functioning as a CoP, however, the nature of the measuring stick is a vital question. When institutional forces have brought a group of participants together, how can an observer verify empirically the dynamic development of mutual engagement, joint enterprise, and shared repertoire? In a sample case study, representative features outlined by Wenger (1998:130–31) are identified, and their emergence traced, via analysis of ethnographic fieldnotes and audio recordings. These features provide evidence of the development of localised practices (i.e. ways of doing grounded in this community) as distinct from more widely recognisable practices. Identifying the difference increases the likelihood that results of discourse analysis can be useful to educators. (Community of practice, discourse analysis, nexus of practices, warranting)*

scholarly journals CHARACTERIZATION OF THE DEVELOPMENT OF A COMMUNITY OF PRACTICE TO SUPPORT PRE-SERVICE CHEMISTRY TEACHERS

2013 ◽  
Vol 57 (1) ◽  
pp. 124-132
Author(s):  
Valéria C. Santos ◽  
Agnaldo Arroio
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Sao Paulo ◽  
São Paulo ◽  
Chemistry Teaching ◽  
Mutual Engagement ◽  
Teaching Community ◽  
Joint Enterprise ◽  
The University

The concept of communities of practice can be used in different contexts, included the educational context. The development of communities of practice where pre-service teachers work together, refine their practices and learn is a good training for these future teachers. Since communities of practice help teachers learn about teaching and improve their practices, this study aim to characterize the project PIBID of chemistry carried out at the University of São Paulo as a community of practice. On the first half of 2013 the PIBID project included 12 pre-service teachers who attended weekly meetings. These meetings consisted of theoretical training about the use of visual tools in teaching and other concepts about education and meetings to plan activities and classes about topics of chemistry to be applied in a public school at the city of São Paulo, Brazil. During these meetings was possible to notice that the pre-service teachers were engaged in a community of practice, demonstrating the three characteristics emphasized by Wenger (2008): mutual engagement, joint enterprise, and a shared repertoire. Thus the project PIBID of chemistry could be characterized as a community of practice. Furthermore, it was noticed that the community helps in the training of pre-service teachers, since it is providing support to them learn about teaching in practice and implement their knowledge. Key words: chemistry teaching, community of practice, pre-service teacher training.

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