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Knowledge Communities (knowledge + community)
Selected AbstractsUncovering Cover Stories: Tensions and Entailments in the Development of Teacher KnowledgeCURRICULUM INQUIRY, Issue 2 2005MARGARET R. OLSON ABSTRACT Building on the research of Crites in theology and Clandinin and Connelly in education, the authors map out three variations of cover stories lived and told by preservice and in-service teachers in order to clarify their scholarship and inform the research of others. We examine how these narratives are formed around canonical stories that teachers publicly claim to know (or show) and actually do know (but not as favored interpretations), and personally authorized stories that teachers publicly claim not to know (or show) but that they personally do know (as favored interpretations). We illustrate how this necessarily deceptive double storying may give rise to miseducative situations. We then offer our conceptualizations of knowledge communities and teachers' narrative authority as ways to create spaces for all stories to be reflectively heard and examined, and to address inherent challenges that arise when narrative knowledge goes unacknowledged because of pervasive sacred stories embedded in institutional prescriptions, stories of school, and competing philosophical positions. [source] Shifting Boundaries on the Professional Knowledge Landscape: When Teacher Communications Become Less SafeCURRICULUM INQUIRY, Issue 4 2004CHERYL J. CRAIG ABSTRACT Researched in the narrative-inquiry tradition, this article continues to map the terrain of teachers' professional knowledge landscapes by distinguishing knowledge communities from other teacher groups. It brings to light a bridging space in which the boundaries of teachers' landscapes may shift, and their transactions may become less safe, particularly when hotly contested matters reach narrative plateaus that are difficult to surmount. This personal experience study conducted in relationship with African-American teachers, Hope and Lorne, makes these distinctions known amid the unexamined narrative freight that pervaded their school contexts and against the backdrop of the historical African-American neighborhood within which their campuses were located. [source] The Relationships Between and Among Teachers' Narrative Knowledge, Communities of Knowing, and School Reform: A Case of "The Monkey's Paw"CURRICULUM INQUIRY, Issue 3 2001Cheryl J. Craig Centering on the monkey's paw metaphor, this narrative inquiry links teachers' pedagogical practices with their professional-development experiences associated with a national reform movement that, in this situation, acted in a top-down manner. The longitudinal study illuminates the short- and long-term influence that the state-directed national reform initiative had on the story of a diverse, U.S. middle school and on the stories its teachers subsequently lived and told. The work particularly focuses on the relationships between and among teachers' knowledge developments, their knowledge communities, and their attitudes toward school reform. [source] Stories of Schools/Teacher Stories: A Two-Part Invention on the Walls ThemeCURRICULUM INQUIRY, Issue 1 2000Cheryl J. Craig Patterned in the style of a musical invention, this work adopts Clandinin and Connelly's metaphor of a professional knowledge landscape (1995), Olson's conceptualization of the narrative authority (1993, 1995) of teacher knowledge, and my idea that teachers develop their knowledge in knowledge communities (Craig 1992, 1995a, 1995b, 1998). The first invention outlines the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and the changes that take place over time. The second invention features beginning teacher, Benita Dalton, and her narratives of experience lived and told in the two school contexts. Relating the teacher's stories to the narrative accounts of the two campuses illustrates the extent to which context shapes teachers' practices and bounds their knowing. The work sheds much light on the subtle complexities of teachers' professional knowledge landscapes and adds to the conceptual base of a line of inquiry that focuses on the shaping effect of context on teachers' knowledge developments. An invention, loosely defined, involves the creation, through thought and/or action, of something that did not exist before. Written in the style of a musical invention, this piece is composed of two parts featuring the stories of two schools played against the evolving stories of a teacher who worked in both contexts. While the two parts of the invention both develop the walls theme, each unfolds in a different manner. The two variations which constitute the first part of the invention center on the stories of school (Clandinin & Connelly 1996) that Riverview School and Evergreen School were given and examines how these stories changed over time. The two variations that comprise the second part of the invention highlight beginning teacher, Benita Dalton, her stories of experience (Connelly & Clandinin 1990) lived and told at the two schools, and shifts that took place in her knowledge development. Connecting the fine-grained accounts of an individual with the coarse-grained accounts of schools reveals the extent to which stories of school influence teachers' practices, set the horizons of what is available for teachers to come to know, and adds to the conceptual base of a line of research that examines the how teachers' knowledge developments are influenced by context. The work begins with introductions to Benita Dalton and me, the teacher and the researcher in the study. Discussions of the research method and the theoretical framework appear next. These preliminary sketches prepare the reader for the two-part invention that follows. They lay the methodological groundwork as well as provide lenses with which to view, and a language with which to describe, contextual experiences. The next segment of the piece is Part I of the Invention comprised of Variation I: A Narrative Account of Riverview School, Variation II: A Narrative Account of Evergreen School, and a reflective coda on stories of schools. These passages bring the first part of the invention to closure. Next comes Invention II, the second movement of the piece, featuring Variation I: A Story of Benita's Experience at Riverview and Variation II: A Story of Benita's Experience at Evergreen. As with the first part of the invention, a reflective coda appears at the end of Benita's stories of experience that concludes the second part of the invention. The article ends with a grand finale, where the parallel stories developed in the invention's two parts are intentionally brought together for practical and theoretical purposes. These closing passages specifically address the principle question, the simple melody around which this two-part inquiry/invention has been constructed/composed: How does context affect teachers' knowledge developments? [source] Principles and Practices of Knowledge Creation: On the Organization of "Buzz" and "Pipelines" in Life Science CommunitiesECONOMIC GEOGRAPHY, Issue 4 2008Jerker Moodysson abstract This article links up with the debate in economic geography on "local buzz" and "global pipelines" as two distinct forms of interactive knowledge creation among firms and related actors and argues for a rethinking of the way social scientists should approach interactive knowledge creation. It highlights the importance of combining the insights from studies of clusters and innovation systems with an activity-oriented approach in which more attention is paid to the specific characteristics of the innovation processes and the conditions underpinning their organization. To illustrate the applicability and added value of such an alternative approach, the notion of embeddedness is linked with some basic ideas adopted from the literature on knowledge communities. The framework is then applied to a study of innovation activities conducted by firms and academic research groups working with biotechnology-related applications in the Swedish part of the Medicon Valley life science region. The findings reveal that local buzz is largely absent in these types of activities. Most interactive knowledge creation, which appears to be spontaneous and unregulated, is, on closer examination, found safely embedded in globally configured professional knowledge communities and attainable only by those who qualify. [source] Development studies and cross-disciplinarity: Research at the social science,physical science interfaceJOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 6 2008Andy Sumner Abstract Cross-disciplinarity is widely accepted in the Development Studies (DS) community, but has principally been interpreted within the social sciences. However, much of the research, practical planning and evaluation studies, and teaching/training in DS involves cross-disciplinarity between the social and physical sciences. We consider the extent of this wider variant of cross-disciplinarity, review factors inhibiting cross-disciplinary collaboration, and explore implications relating to ,single discipline analysis' central to the interest of DS. Our main conclusions are that cross-disciplinarity between social and physical sciences is central to DS activity, and that disciplines, subject areas or knowledge communities need to be modest in defining their ,boundaries' and flexible in encouraging cross-disciplinary collaboration. Copyright © 2008 John Wiley & Sons, Ltd. [source] | ||||||||||