English: Professional interests, affiliations, roles, and conditions of service that identify and
separate groups have long been established within university traditions. As new social
and institutional imperatives emerge, however, professional comfort zones are disturbed.
Traditional communities of practice are gradually becoming more open and more
participatory. This paper investigates the possibilities and complexities of community
building from national and institutional perspectives. The communities created by
means of curriculum design decisions, conversations between authors and readers of
teaching and learning texts, and knowledge domains which are either legitimised or
rejected will also be explored. The University of South Africa (UNISA) will be used
as an example to illustrate some of the challenges presented by the changing conditions
of institutions and society.