Recent ethnographic studies of workplace practices indicate that the ways people actually work usually differ fundamentally from the ways organizations describe that work in manuals, training programs, organizational charts, and job descriptions. Nevertheless, organizations tend to rely on the latter in their attempts to understand and improve work practice. We examine one such study. We then relate its conclusions to compatible investigations of learning and of innovation to argue that conventional descriptions of jobs mask not only the ways people work, but also significant learning and innovation generated in the informal communities-of-practice in which they work. By reassessing work, learning, and innovation in the context of actual communities and actual practices, we suggest that the connections between these three become apparent. With a unified view of working, learning, and innovating, it should be possible to reconceive of and redesign organizations to improve all three.

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Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

This article works out the main characteristics of `practice theory', a type of social theory which has been sketched by such authors as Bourdieu, Giddens, Taylor, late Foucault and others. Practice theory is presented as a conceptual alternative to other forms of social and cultural theory, above all to culturalist mentalism, textualism and intersubjectivism. The article shows how practice theory and the three other cultural-theoretical vocabularies differ in their localization of the social and in their conceptualization of the body, mind, things, knowledge, discourse, structure/process and the agent.

Toward a Theory of Social Practices A Development in Culturalist Theorizing

Qualitative methods for health research , Qualitative methods for health research , کتابخانه مرکزی دانشگاه علوم پزشکی تهران

/pdf/qualitative-methods-for-health-research-4k0rnfqbnv.pdf

Qualitative methods for health research

This article aims (1) to analytically disaggregate agency into its several component elements (though these are interrelated empirically), (2) to demonstrate the ways in which these agentic dimensions interpenetrate with forms of structure, and (3) to point out the implications of such a conception of agency for empirical research. The authors conceptualize agency as a temporally embedded process of social engagement, informed by the past (in its “iterational” or habitual aspect) but also oriented toward the future (as a “projective” capacity to imagine alternative possibilities) and toward the present (as a “practical‐evaluative” capacity to contextualize past habits and future projects within the contingencies of the moment).

What is agency

"Every word, like a sacred object, has its place. No "precis" is possible. This extraordinary book must be read." Edmund Carpenter, "New York Times Book Review " "No outline is possible; I can only say that reading this book is a most exciting intellectual exercise in which dialectic, wit, and imagination combine to stimulate and provoke at every page." Edmund Leach, "Man " "Levi-Strauss's books are tough: very scholarly, very dense, very rapid in argument. But once you have mastered him, human history can never be the same, nor indeed can one's view of contemporary society. And his latest book, "The Savage Mind," is his most comprehensive and certainly his most profound. Everyone interested in the history of ideas "must" read it; everyone interested in human institutions "should "read it." J. H. Plumb, "Saturday Review" "A constantly stimulating, informative and suggestive intellectual challenge." Geoffrey Gorer, "The Observer," London"

The Savage Mind

\"Every word, like a sacred object, has its place. No \"precis\" is possible. This extraordinary book must be read.\" Edmund Carpenter, \"New York Times Book Review \" \"No outline is possible; I can only say that reading this book is a most exciting intellectual exercise in which dialectic, wit, and imagination combine to stimulate and provoke at every page.\" Edmund Leach, \"Man \" \"Levi-Strauss's books are tough: very scholarly, very dense, very rapid in argument. But once you have mastered him, human history can never be the same, nor indeed can one's view of contemporary society. And his latest book, \"The Savage Mind,\" is his most comprehensive and certainly his most profound. Everyone interested in the history of ideas \"must\" read it; everyone interested in human institutions \"should \"read it.\" J. H. Plumb, \"Saturday Review\" \"A constantly stimulating, informative and suggestive intellectual challenge.\" Geoffrey Gorer, \"The Observer,\" London\

The Savage Mind.

The Elementary Structures of Kinship

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The Structural Study of Myth

Essai d'anthropologie sociale paru en 1962 aux editions Plon et adresse a Andre Breton qui y a insere une coupure de presse.Quatre images, une description.

Claude Lévi-Strauss

Papers

The Savage Mind

The Savage Mind.

The Elementary Structures of Kinship

The Structural Study of Myth

La Pensée sauvage