Practice thinking has emerged as a central concern in social theory and research, evident in a burgeoning literature on practice theory, practice-based approaches to research, and site studies on particular manifestations of practice. This book engages with the notion of 'practice' across four themes - Onto-episto-methodological engagements with practice; Practice and subjectivity; Practice and change within and between organisations; and, Responding to neo-rationalist configurations of practice. Pushing theoretical boundaries, the contributors challenge how we understand practice as an object…mehr
Practice thinking has emerged as a central concern in social theory and research, evident in a burgeoning literature on practice theory, practice-based approaches to research, and site studies on particular manifestations of practice. This book engages with the notion of 'practice' across four themes - Onto-episto-methodological engagements with practice; Practice and subjectivity; Practice and change within and between organisations; and, Responding to neo-rationalist configurations of practice. Pushing theoretical boundaries, the contributors challenge how we understand practice as an object of inquiry and present comprehensive understandings about learning and practice in the professions.
Julianne Lynch is Senior Lecturer in Curriculum and Pedagogy at Deakin University, Australia. Her research focuses on curriculum innovation and the everyday practices of teaching and learning, particularly in relation to new media and new communication technologies. Julie Rowlands is a Senior Lecturer in Education Leadership at Deakin University in Australia. Her research takes a critical sociology of education approach, drawing particularly on the theories of Pierre Bourdieu, to examine higher education systems, governance, leadership, academic work and organisational change. Trevor Gale is Professor of Education Policy and Social Justice at The University of Glasgow, where he heads the School of Education. He is a critical policy sociologist researching social justice in contexts of influence and of practice in education. Andrew Skourdoumbis is a Senior Lecturer in Education (Pedagogy and Curriculum) at Deakin University, Australia. His research engages with matters of curriculum theory encompassing policy analysis, teacher practice and educational performance. Andrew is interested in global reform efforts in education that impact teacher practice and the way that exacting methods of research govern school education policy and teacher performance.
Inhaltsangabe
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
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
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