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  1. Dear Etienne Wenger,

    I am a mature student carrying out an action research project for a Master’s degree “Creativity in Education” I have taught art and design for 25 years and have chosen to base my research around your theories on social learning. My focus is to investigate the extent to which a Community of Practice starts to emerge at an afterschool art club and the potential advantages of belonging to such a group.

    I have been running an afterschool textile club for pupils aged 11 -14 for several weeks now, attendance is voluntary and I am in the process of observing and analysing individual behaviour and the dynamics of the group over time.

    It would be an absolute bonus if in addition to my own observations I could include some personalised thoughts from you on this subject and would be grateful for any response to any of the following questions, however brief.

    1. Do you know of any schools that have adopted Communities of Practice as an alternative approach to teaching?

    2. Do you think an afterschool club, free from the restraints of targets and curriculum creates an environment conducive to a Community of Practice?

    3. To what extent do you think schools limit social learning?

    Thank you for your time.

    Yours Sincerely,
    Janet Young.

  2. I am fascinated by your distinction between different types of group members–for example, core members and peripheral members. I read about this distinction in one of your older publications. Can you recommend a recent publication which describes your latest thinking in terms of different types of groups members? I attended an academic conference recently, and the presenter said that you have added new types, namely active members and outsider members. Where can I read about your latest categories and how you define them? This would be of great help in my research. Any guidance would be much appreciated.



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