ISBN:
9789400747746
,
1283634104
,
9781283634106
Language:
English
Pages:
Online-Ressource (XVI, 289 p. 5 illus, digital)
Series Statement:
Professional and Practice-based Learning 8
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Education, Higher
;
Adult education
;
Education
;
Education
;
Education, Higher
;
Adult education
Abstract:
The three concepts central to this volume--practice, learning and change--have received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of 'practice' as an unexamined given, its co-location as a term with various classifiers, as in 'legal practice' and 'teaching practice', render it curiously devoid of semantic force. In this book, 'pr
Abstract:
The three concepts central to this volumepractice, learning and changehave received very different treatments in the educational literature, an oversight directly confronted here. While learning and change have been extensively theorised, their various contexts articulated and analysed, practice is notably underrepresented. Where much of the literature on learning and change takes the notion of practice as an unexamined given, its co-location as a term with various classifiers, as in legal practice and teaching practice, render it curiously devoid of semantic force.In this book, practice is the super-ordinate organising idea. Drawing on what has been termed the practice turn in contemporary theory, the work develops a conceptual framework for researching learning in, and on, practice. It challenges received notions of practice, questioning the assumptions, elisions, conflations and silences on the subject. In so doing, it offers fresh insights into learning and change, and how they relate to practice. In tandem with this conceptual work, the book details site-ontological studies of practice and learning in diverse professional and workplace contexts, examining the work of occupations as various as doctors, chefs and orchestral musicians. It demonstrates the value of theorising practice, learning and change, as well as exploring the connections between them amid our evolving social and institutional structures.
Description / Table of Contents:
Practice, Learning and Change; Foreword; Preface: Practice, Learning and Change; Contents; Chapter 1: Problematising Practice, Reconceptualising Learning and Imagining Change; Introduction; Five Principles for Theorising Professional Practice; Theories of Learning: A Brief Outline of the Literature; Practice, Learning and Change; Learning Practice(s); Change; Conclusion; References; Part I: Theorising Practice; Rethinking Professional Learning; Chapter 2: Theories of Practice and Their Connections with Learning: A Continuum of More and Less Inclusive Accounts
Description / Table of Contents:
Introduction - Diverse Construals of PracticeMore Inclusive Accounts of Practice; More Exclusive Accounts of Practice; Schatzki's Account; MacIntyre's Account; Kemmis' Synoptic Overview; Green's Synthetic Overview; Antonacopoulou's Overview; Implications of the Various Construals of Practice for Understanding the Relationship Between Learning and Practice; The Role of Learning in More Inclusive Accounts of Practice; The Role of Learning in More Exclusive Accounts of Practice; Conclusion; References; Chapter 3: Ecologies of Practices; Developing a Theory of Ecologies of Practices
Description / Table of Contents:
Practice ArchitecturesEcologies of Practices; The Research Study; Principles of Ecologies of Practices; Networks; Nested Systems; Interdependence; Diversity; Cycles; Flows; Development; Dynamic Balance; Learning Practices; Conclusion; References; Chapter 4: Sensing the Tempo-Rhythm of Practice: The Dynamics of Engagement; Introduction; Unpacking Conventional Understandings of Practice Change; Towards the Indeterminacy of Everyday Work Life: Perspectives on Time, Space and Change; Tempo-Rhythm and Dramaturgical Concepts; Culinary Dynamics and Learning; Research Sites and Methodology
Description / Table of Contents:
The Tempo-Rhythm of Culinary ServiceThe Implications of Practice Dynamics for Understanding Learning and Change; References; Chapter 5: Matterings of Knowing and Doing: Sociomaterial Approaches to Understanding Practice; Introduction; Sociomaterial Perspectives on Practice and Learning; Learning as Emergence of Collective Cognition and Environment: Complexity Theory; Learning as Expansion of Objects and Ideas: Cultural-Historical Activity; Learning as 'Translation' and Mobilization: Actor-Network Theory; Discussion: Sociomaterial Perspectives of Learning; References
Description / Table of Contents:
Chapter 6: A Return to Practice: Practice-Based Studies of EducationIntroduction; Lifelong Learning and Performativity as Conditions of the Practice of Education in Contemporary Societies; Instrumental Discourse of Lifelong Learning; The Culture of Performativity; Simplistic View of Education Practice; The Return to Practice in Social Theory and Organisation Studies; Practice Turn in Social Theory; Practice as Epistemic-Normative Construct; Education as Situated Work; Bodies and Sensible Knowledge; Materialities in Education; Local Orders of Education; Discussion; Practice Sensitivity
Description / Table of Contents:
Epistemology of Practice
Note:
Description based upon print version of record
DOI:
10.1007/978-94-007-4774-6
URL:
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