Editors’ introduction

In this chapter the authors draw on their experiences over many years of research into social learning systems. They focus particularly on communities of practice as social learning systems and reflect on their experiences of using diagramming to map and share understandings and develop knowledge in such systems, mainly in the context of water governance and climate change. The authors have used diagramming techniques as a core part of their research, building on a range of systemic and participatory traditions that are a prime focus of this book. They explain and reflect on how their experiences with diagrams have been an essential part of various action-oriented research processes that have been designed to take a systemic approach to understanding the institutional, biophysical, social and economic dynamics associated with managing water resources, climate adaptation and the related issues of governance.

Introduction

Communities of practice (CoPs) have become well known and popular among academics and other practitioners (see also Chapter Four). Both the concept of a CoP and its enactment appear to provide explanatory power and create value for many when used for social learning activities such as creating knowledge together, and stimulating change (Wenger et al, 2011). CoPs reached encyclopaedia status in the context of information and knowledge management over a decade ago (Coakes and Clarke, 2006) and a quick internet search provides evidence that they remain relevant to large numbers of practitioners.

In this chapter we are concerned with practices of relevance to environmental sustainability in the context of water and with those who are engaging in them or facilitating these practices. The process and role of making visual representations, specifically diagramming, is explored here as a part of these engagement or facilitation processes. We argue that diagramming can be used in the context of CoPs as tools for communication and for exploring ideas and meanings both collectively and individually. The use of appropriate tools for communication and negotiating meanings associated with practice has long been recognised as an essential part of the shared repertoire of any community of practice (Wenger, 1998).