ABSTRACT
We took a community of practice (Lave & Wenger, 1991) perspective in analyzing data from the asthma project. The intersection of (at least some of) the varying communities of practice that impacted the positioning of the teacher and students participating in the asthma project were examined, as well as selected excerpts of language-in-use produced over the months-long life of the project. As a result, the study sheds light on the discursive processes of conflicting interests, power negotiations, and learning that were an important part of what unfolded as the students and teacher undertook the project. These complex dynamics among the various communities of practice at play led to the failure, of both teacher and students, to acquire core participation and empowering identities as they undertook what had been framed for them as “real science.”
