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This auto-ethnographic description of the experiences in the development of the teaching and learning approach, at the postgraduate level, introduces the impact of the community of practice in the development of the learning processes in South Africa, with an international view. The principles of community of practice are outlined and the theoretical grounding is provided in terms of the notion of assemblage theory, the definitions of fundamental and derivative epistemic authority, as well asdoi:10.7336/academicus.2022.25.09 fatcat:fef3ecbfsvdvrbliqyuloypigi