Practice Theory and Education

Diffractive readings in professional practice
1. Auflage 2016
ISBN: 978-1-138-19139-6
Verlag: Routledge

Buch, Englisch, 302 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 619 g

Practice Theory and Education challenges how we think about ‘practice’, examining what it means across different fields and sites. It is organised into four themes: discursive practices; practice, change and organisations; practising subjectivity; and professional practice, public policy and education.

Contributors to the collection engage and extend practice theory by drawing on the legacies of diverse social and cultural theorists, including Bourdieu, de Certeau, Deleuze and Guattari, Dewey, Latour, Marx, and Vygotsky, and by building on the theoretical trajectories of contemporary authors such as Karen Barad, Yrjo Engestrom, Andreas Reckwitz, Theodore Schatzki, Dorothy Smith, and Charles Taylor. The proximity of ideas from different fields and theoretical traditions in the book highlight key matters of concern in contemporary practice thinking, including the historicity of practice; the nature of change in professional practices; the place of discursive material in practice; the efficacy of refiguring conventional understandings of subjectivity and agency; and the capacity for theories of practice to disrupt conventional understandings of asymmetries of power and resources. Their juxtaposition also points to areas of contestation and raises important questions for future research.

Practice Theory and Education will appeal to postgraduate students, academics and researchers in professional practice and education, and scholars working with social theory. It will be of particular interest to those who wish to move beyond the limiting configurations of practice found in contemporary neoliberal, new managerialist and narrow representationalist discourses.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Lynch, Julianne

Rowlands, Julie

Gale, Trevor

Skourdoumbis, Andrew

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

1. Introduction: Diffractive readings in practice theory Julianne Lynch, Julie Rowlands, Trevor Gale & Andrew Skourdoumbis

Section 1. Discursive practices: Practising words, writing and theory

2. Exploring words as people’s practices Dorothy E Smith

3. Accounting for practice in an age of theory: Charles Taylor’s theory of social imaginaries Steven Hodge and Stephen Parker

4. Michel de Certeau: Research writing as an everyday practice Julianne Lynch and Kristoffer Greaves

5. ‘Gestures towards’: Conceptualising literary practices for Crises of Ecologies David Harris

Section 2. Practice, change and organisations

6. Shaping and being shaped: extending the relationship between habitus and practice Julie Rowlands and Trevor Gale

7. Practicing policy networks: Using organisational field theory to examine philanthropic involvement in education policy Joseph J. Ferrare and Michael W. Apple

8. A Cultural-Historical Approach to Practice: working within and across practices Anne Edwards

9. The development of a text counselling practice: An actor-network theory account by Ailsa Haxell

Section 3. Practising subjectivity

10. Parsing and Re-Constituting Human Practice as Mind-in-Activity Peter H. Sawchuk

11. Boobs and Barbie: Feminist posthuman perspectives on gender, bodies and practice Julia Coffey and Jessica Ringrose

12. The practice of survival: reflexivity and transformation of contract-employed beginning teachers’ professional practice Michelle Ludecke

13. Classroom activity systems and practices of care Catherine Smith and Russell Cross

Section 4. Professional practice, public policy and education

14. Bad research, bad education: The contested evidence for evidence-based research, policy and practice in education Michael A Peters and Marek Tesar

15. Deliberations on the deliberative professional: Thought-action provocations Trevor Gale and Tebeje Molla

16. The temptations and failings of teacher effectiveness research: Provocations of a ‘practice perspective’ Andrew Skourdoumbis and Julianne Lynch

Über Autor(innen)

Julianne Lynch is a Senior Lecturer in curriculum and pedagogy at Deakin University, Australia. Her research explores the social-material emergence of curriculum innovation and educational practices, with projects focused on place-based learning with mobile technologies, hybrid digital-place-based approaches to environmental education, mobile touch-screen devices in literacy education, and innovation and teacher change in play-based literacy education.

Julie Rowlands researches in the areas of governance, higher education systems, academic quality assurance, leadership and organisational change. Prior to her current academic work, Julie was a senior manager in higher education governance for more than 15 years, most recently as Head of University Governance at Deakin.

Trevor Gale is Professor of Education and Head of School of Education at the University of Glasgow, UK. From 2011-2015 he was Chair in Education Policy and Social Justice at Deakin University, Australia and from 2008-2011 he was the founding director of Australia’s National Centre for Student Equity in Higher Education.

Andrew Skourdoumbis is a Senior Lecturer and Early Career Researcher in Education (Pedagogy and Curriculum) at Deakin University, Australia. His recent research engages with matters of curriculum theory encompassing policy analysis, teacher practice and educational performance.