https://orcid.org/0000-0003-0453-6112
References
- Barton, D., & Tusting, K. (Eds.). (2005). Beyond communities of practice: Language power and social context. Cambridge University Press.
- Biesta, G. (2012). Philosophy of education for the public good: Five challenges and an agenda. Educational Philosophy and Theory, 44(6), 581–593. https://doi.org/10.1111/j.1469-5812.2011.00783.x
- Biesta, G. J. (1994). Education as practical intersubjectivity: Understanding of education. Educational Theory, 44(3), 299–317. https://doi.org/10.1111/j.1741-5446.1994.00299.x
- Billett, S. (2007). Including the missing subject: Placing the personal within the community. In J. Hughes, N. Jewson, & L. Unwin (Eds.), Communities of practice: Critical perspectives (pp. 55–67). Routledge.
- Buchman, M. (1986). Role over person: Morality and authenticity in teaching. Teachers College Record, 87(4), 527–543.
- Creese, A. (2005). Mediating allegations of racism in a multiethnic London school. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 55–76). Cambridge University Press.
- Farnsworth, V., Kleanthous, I., & Wenger-Trayner, E. (2016). Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), 139–160. https://doi.org/10.1080/00071005.2015.1133799
- Habermas, J. (1992). Postmetaphysical thinking: Philosophical essays. MIT Press.
- Harris, S. R., & Shelswell, N. (2005). Moving beyond communities of practice in adult basic education. In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 158–179). Cambridge University Press.
- Hughes, J., Jewson, N., & Unwin, L. (Eds.). (2007). Communities of practice: Critical perspectives. Routledge.
- Hutchinson, J. N. (1994). The moral task of recognition: Finding the self in a modern world. In M. S. Katz (Ed.), Philosophy of education: Proceedings of the fiftieth annual meeting of the Philosophy of Education Society (pp. 265–272). Philosophy of Education Society.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
- Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2009). Evolution of Wenger's concept of community of practice. Implementation Science, 4(1), 11. https://doi.org/10.1186/1748-5908-4-11
- Lipman, M. (2003). Thinking in education. Cambridge University Press.
- Mead, G. H. (1934). Mind, self and society. University of Chicago Press.
- Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185–198. https://doi.org/10.1177/074171369804800305
- Sarid, A. (2014). Calling balls and strikes: The question of authority and power in dialogical education. Power and Education, 6(3), 241–252.
- Taylor, C. (1989). Sources of the self: The making of the modern identity. Harvard University Press.
- Taylor, C. (1991). The dialogical self. In D. R. Hiley, J. F. Bohman, & R. Schusterman (Eds.), The interpretative turn: Philosophy, science, culture (pp. 304–314). Cornell University Press.
- Taylor, C. (2003). The ethics of authenticity. Harvard University Press.
- Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
- Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Harvard Business School Press.
- Wenger-Trayner, E., & Wenger-Trayner, B. (2014). Learning in landscapes of practice: a framework. In E. Wenger-Trayner, M. Fenton-O’Creevy, S. Hutchinson, C. Kubiak, & B. Wenger-Trayner (Eds.), Learning in landscapes of practice: Boundaries, identity, and knowledgeability (pp. 13–30). Routledge.