In Lave and Wenger’s conceptualization of situated learning, children are apprenticed into an established community by more experienced members. Each community has its own established repertoires of practice; routines, tools, actions, practices, stories, and ways of speaking and acting. Children learn the repertoires valued by that community through mutual participation in activities or practices alongside these experienced members. This process eventually allows the child to become a full or legitimate member. The community itself is also transformed as a result of the child’s participation. Think about your own family and cultural community. Reflect on the understandings, tools, and skills that were emphasized by adult members in these out-of-school contexts. How did you know these were valued in your family or community?
All individuals belong to multiple communities of practice—school, family, religious group, cultural community, workplace, and so on. The repertoires within each community are underpinned by specific values and beliefs. Sometimes these values and beliefs are similar in each of the communities an individual belongs to while sometimes they are in conflict. When you were in school, were the expected repertoires of practice (routines, tools, actions, practices, stories, and ways of speaking and acting) similar to or different from those in your home and/or cultural community? Can you think of any examples of how they were the same or different? What were your feelings about this?
