Variables recogidas

The LPP is a particular aspect of situated learning which is significant and relevant to this study (and to Libyan students). The LPP is a process by which newcomers move gradually from the periphery to become full participants and part of that community (Lave and Wenger, 1991, p. 64). As legitimate peripheral participants engage with their colleagues in certain practices, they acquire skill, knowledge and learn to speak the language of the community; they are enculturated (Lave and Wenger 1991, p. 64). (Libyan students as a case may or may not socialise gradually with norms, routines, and regulations of their CoP as they understand what is appropriate and what is not appropriate). However, since Lave and Wenger describe the LPP as a linear progress from peripheral to full participant, little attention is given to the challenges that newcomers might encounter. Fuller (2007, p. 20) notes that Lave and Wenger acknowledge that, while participation in CoPs provides newcomers with an opportunity to become established-members/old-timers, this outcome cannot be guaranteed because CoPs may _{create barriers that inhabit newcomers’ learning. As Lave and Wenger} state:

Legitimate peripheral participation provides a way to speak about the relations between newcomers and old-timers, and about activities, identities, artifacts, and communities of knowledge and practice.

(Lave and Wenger, 1991, p. 29) The idea that a CoP includes newcomers and old-timers is a helpful perspective in relation to this study in so far as there are different groups that might be considered within the established community. However, many master’s groups have different start times within the academic year (typically September and January) and may include students who are already established. Also, British students may be more familiar with the style of learning experienced on their master’s degree since it is undertaken in their home country while the international students, particularly Libyan students in this case, might encounter

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unfamiliar challenges. Although with widening participation some British students might also need to adjust to various academic pressures and practices within a master’s degree, according to Kim (2011, p. 285), typically, they do not require as much adjustment as international students. British students and international students who have been there for a term may not need to have the purpose of certain activities explained. The relationship therefore between Libyan students as newcomers and their colleagues on the one hand, and between them and their tutors is significant. It is through this relationship that Libyan students may adjust their expectations of their master’s degree and acquire the appropriate knowledge and skills in order to participate fully in a master’s community. Their experiences of the master’s community may assist them to become more open- minded as a result of their interaction, but, if they experience discrimination or stereotyping, the tensions and conflicts that arise are not sufficiently explained or examined by Lave and Wenger. This will be discussed in detail in the generational encounter section 3.4.1.

The LPP is crucial for membership within a community of practice because for Lave and Wenger (1991), interaction with others makes learning legitimate and of value. For newcomers, it is important to participate in shared activities with their colleagues (Lave and Wenger, 1991, p. 109) and in doing so, _{“becoming part of} the community” (Lave and Wenger, 1991, p. 111). The participation of Libyan students in shared practices with their colleagues and tutors will be discussed in detail in chapter 6. However, Brown and Duguid (1991) _{share Lave and Wenger’s} (1991) view about the significance of learning to speak the language of a particular community of practice in order to be legitimate peripheral participants within that community. For newcomers, “the purpose is not to learn from talk as a substitute to legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation” (Lave and Wenger, 1991, p. 109).

In the context of this study, English Language competence is significant for Libyan students as for other international students who, as second language speakers, need to acquire the discourse of their CoP, in order to take role in discussion, to read and conduct research, and to write assignments

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appropriately. In addition, having competence in English language encourages interaction with tutors and colleagues, builds relationships, and gives opportunities to negotiate issues. Any group of international students requires appropriate confidence to participate and as far as possibly to integrate with British students.

3.4.1 Generational encounter

CoPs include encounters between newcomers and old-timers, and this is considered as an aspect of learning (Lave and Wenger, 1991; Wenger, 1998). However, Hughes, Jewson and Unwin (2007) criticise the notion of CoPs as a tightly bounded relationship between newcomers and old-timers and, in the context of this study, the notion of newcomers and old-timers is complex. For Lave and Wenger, their term ‘old-timers’ refers to those who are more established in the socio-cultural environment. However, there are different groups within an established community. I will therefore distinguish the groups in this study as follows: tutors as dominant old-timers; British students as mid old-timers because home honours graduates are likely to be more familiar with various aspects of the UK HE and the socio-cultural environment, and with the expectations of the course; international students who had been there for a term as mid-newcomer; and only the newly starting international students solely as newcomers.

Regardless of the groupings, a CoP has the potential for a range of interactions. Lave and Wenger (1991, p. 29) and Wenger (1998, p. 100) emphasise old- timers’ support as facilitating the experiences of newcomers with regard to the mastery of skill and knowledge. Colley et al. (2003) share Lave and Wenger’s (1991) view that learning is a process of social participation that enables newcomers to learn from more experienced colleagues or established members, and this learning is linked within a context that is situated (Colley et al., 2003, pp. 474-475). Similarly, Unwin highlights “the notion of a newcomer embarking on a journey supported by old-timers” (Unwin, 2007, p. 109). For instance, the Libyan students in this research could have received support from their tutors (i.e. dominant old-timers); British students (i.e. mid old-timers) or other international

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colleagues who are further into their study (i.e. mid-newcomers), and whether this happened and the relationships generated are likely to be significant to addressing expectations and meeting _{the requirements of their master’s course.} Lave and Wenger do not acknowledge _{“a hierarchical dimension” (Fuller, 2007,} p. 27) in their discussion of CoPs, yet the hierarchical relation plays an essential role in creating either opportunities or barriers for learning (Fuller et al., 2005). In the context of this study, the relationship between Libyan students as newcomers and their colleagues (i.e. mid old-timers and mid-newcomers) on the one hand and between Libyan students and their tutors (i.e. dominant old-timer) on the other hand may be perceived as hierarchical. This research will explore the reasons for and implications of this within a dynamic and focused learning environment.

Although CoPs have informed this study, this has not been done uncritically. Fuller et al. (2005) dismiss Lave and Wenger because they view learning as progression from newcomers to become full participants and they ignore the tensions that might take place in a CoP. Jewson also _{notes that “community of} practice tends to neglect the potential for violence, conflict, discrimination and persecution inherent in the formation of relationships between insiders and outsiders, own and other” (Jewson, 2007, p. 71). Recognition of this is relevant for the current research. However, Wenger does acknowledge conflicts in CoPs when he states: “Generational encounter is not free of conflicts” Wenger (1998, p. 101). He also adds:

Peace, happiness, and harmony are therefore not necessary properties of a community of practice. Certainly there are plenty of disagreements, tensions and conflicts… a community of practice is neither a haven of togetherness nor an island of intimacy insulated from political and social relations. Disagreement, challenges, and competition can all be forms of participation.

(Wenger, 1998, p. 77)

So CoPs might involve conflicts and disagreements; however, the emphasis is “mutual engagement, joint enterprise and shared repertoire” (Wenger, 1998, p. 73). What Lave and Wenger (1991) and Wenger (1998) appear to overlook is the

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impact of external factors, such as background on the relations between members of a CoP, and this will emerge as relevant to understanding the situation of Libyan students as a case and is explored in chapter 5.