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Hidden Communities Of Practice : An Exploratory Case Study on the Integration of Immigrant Women in MalmöDalavi, Asmita, Pontes, Isabel January 2023 (has links)
Integration of immigrants has become a major focus of the EU policy agenda in recent years with Sweden being one of the first EU countries to address the need for immigrant integration. However, in recent times integration outcomes in Sweden have become unfavourable. Malmö Sweden has a unique context of immigrant integration being Sweden’s third largest city and having the highest percentage of immigrants within Sweden. The city transitioned from being an “industrial” city to a “professional” city in the 1970’s with a large percentage of jobs requiring a college degree. This job gap for workers with “limited skills” led to an employment shortage for immigrants, with a disproportionate impact on women. This study explores how social sector organizations in Malmö are fostering learning and knowledge sharing through communities of practice (CoP) among immigrant women in Malmö with limited skills in order to integrate into the Swedish system and reach economic & social integration. The study covered four social sector organizations’ program facilitators and participants that participate in communities of practice programs. The study’s primary source of data collection was Semi-structured interviews conducted at four social sector organizations that work with integrating immigrant women in Malmö, Sweden and analyzed through thematic analysis. The learning programs were not publicized as communities of programs. When examined, learning programs at the four social organizations followed the classification of CoPs based on the individual learning program’s domain, community, and practice. Through the analysis of the interviews, the learning programs at the four organizations were uncovered to be “hidden” communities of practice. The study also found a unique municipal-non-profit partnership that existed in every learning program studied, allowing more resources and opportunities to the women within the CoP for better integration. Each woman in the CoP had a Shared Goal or Joint Enterprise of socially, culturally, and economically integrating into Sweden. The "safe space" and average age attracted by the program created mutual engagement or collaboration through relationship building. The shared native language and Swedish language between the women became communal tools or their “shared repertoire” that the women developed and used together to improve their Swedish as well as their professional skills These communal tools enhance the immigrant women’s ability to learn and open opportunities needed to integrate into Sweden such as employment or further education.
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Preparing pre-service mathematics teachers to teach in multilingual classrooms : a community of practice perspective.Essien, Anthony Anietie 01 October 2013 (has links)
This study takes a particular look at mathematics teacher education communities of
practice (CoPs) in order to provide rich descriptions of the CoPs and make claims about
its relation/in relation to teacher preparation and particularly the preparation of preservice
teachers for teaching mathematics in multilingual classrooms. The three
dimensions of communities of practice proposed by Wenger (mutual engagement, shared
repertoire and joint enterprise) were used in conjunction with Mortimer and Scott’s
notion of meaning making as a dialogic process as a theoretical lens to gain an entry into
the nature of communities of practice in pre-service mathematics teacher education
classrooms. Data was collected through pre-observation interviews of 12 teacher
educators at four Universities in one Province in South Africa in Phase One of the study.
A methodological approach based on Wenger’s CoP theory and Mortimer and Scott’s
dialogic process was developed and used to analyse classroom observation videos of four
of these teacher educators’ classroom communities of practice in two universities in
Phase Two of the study. Using the privileged practices in the CoPs as points of departure
and how these practices shaped and were shaped by other dynamics in the CoPs, the
findings emerging from the study indicate that within the multiply layers of teacher
education, there is an overarching emphasis given to the acquisition of mathematical
content. Nevertheless, the communicative approaches and patterns of discourse used by
the different teacher educators opened up different possibilities as far as preparing preservice
teachers for teaching (in multilingual classrooms) is concerned.
Wenger’s community of practice theory has found applications in different spheres of life
and in different organisational and educational settings. Its use to understand and describe
mathematics pre-service classrooms is, however, still largely unexplored. A theoretical
contribution that this study makes lies in the extension of Wenger’s CoP theory to include
dialogic processes. A methodological contribution lies in the development of an
organisational language (based on Wenger’s three dimensions of CoP) to characterise
pre-service teacher education classrooms.
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