Community of Practice as a teaching approach in a postgraduate environment. An insider ethnography of a higher education institution in South Africa

Authors

  • Roman Tandlich Biotechnology Innovation Centre and Faculty of Pharmacy, Rhodes University, South Africa 0000-0002-9696-0473

DOI:

https://doi.org/10.7336/academicus.2022.25.09

Abstract

This auto-ethnographic description of the experiences in the development of the teaching and learning approach, at the postgraduate level, introduces the impact of the community of practice in the development of the learning processes in South Africa, with an international view. The principles of community of practice are outlined and the theoretical grounding is provided in terms of the notion of assemblage theory, the definitions of fundamental and derivative epistemic authority, as well as the assemblage boundary and the personal intents of the community of practice members. The theoretical grounding is then applied through several iterations of the community of practice between 2006 and present. The adaptive nature of the community of practice as an assemblage and the function as a sociology-of-knowledge system are outlined.

Keywords:

community of practice, teaching approach, learning, assemblage theory, sociology of knowledge, South Africa,

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Published

2022-01-16

How to Cite

Tandlich, R. (2022) “Community of Practice as a teaching approach in a postgraduate environment. An insider ethnography of a higher education institution in South Africa”, Academicus International Scientific Journal. Vlora, Albania, 13(25), pp. 143–173. doi: 10.7336/academicus.2022.25.09.