When Communities of Practice (CoPs) are discussed in the literature and in everyday settings, the spotlight is invariably positioned to highlight collegiality and cooperation. By subjecting contemporary theory and practice to greater scrutiny, however, the role of conflict in CoPs becomes increasingly evident. After constructing a conceptual framework, this paper provides examples from the literature and recent research that feature tension and disharmony in doctoral education. Central to the paper is a case narrative of doctoral practice in the field of Astronomy. This is used to illuminate aspects of conflict by providing a detailed and nuanced account in which the voices of candidate, principal supervisor and international adviser are integrated. The paper concludes with a discussion of the implications arising from the material presented for stakeholders in doctoral education as well as advocates of the CoP approach. It cautions against viewing conflict in terms of the conventional dyadic relationship between candidate and supervisor. Instead, it advocates an approach that acknowledges a broader range of individuals, organisations and structures beyond the academy that constitute sources and sites of potential conflict, as well as harmony.

Keywords: communities of practice, doctoral education, case narrative