This book examines the way in which the “practice turn” in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of “practice theories” deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy. The book discusses the related and dual perspectives of pedagogy as both a teaching and an upbringing practice. It also explores education in a range of contexts and sectors beyond school, including VET, tertiary and non-formal settings. Education is seen as serving a dual purpose – the development of individuals and the betterment of societies and community, and this conceptualisation of education underpins the book. It acknowledges that there are diverse understandings and perspectives of practice theory, pedagogy and education, each of which is contestable and ripe for further development, and this is examined throughout the book.
This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title – Practice Theory Perspectives on Pedagogy and Education – captures the central overarching focus that underpins the book.
|Edition description:||Softcover reprint of the original 1st ed. 2017|
|Product dimensions:||6.10(w) x 9.25(h) x (d)|
About the Author
DR PETER GROOTENBOER was a school teacher and leader for 12 years before moving into the tertiary sector. He received a national Jim Campbell Award for teaching excellence. He is now an Associate Professor of Education at Griffith University and the Deputy Director of the Griffith Institute for Educational Research. His recent co-authored books include Changing Practices, Changing Education and Mathematics, Affect and Learning. His research interests include practice/praxis theory, mathematics education, educational leadership, action research and issues of educational social justice.
DR CHRISTINE EDWARDS-GROVES is Senior Lecturer (Literacy) and co-leader of the Speech, Language and Literacy research strand in the Research Institute for Professional Practice, Learning and Education (RIPPLE) at Charles Sturt University. Her research focuses on classroom interaction and literacy pedagogies, teacher professional development, action research and practice theory. Christine is Australian coordinator and co-leader of the International Pedagogy, Education and Praxis research network (PEP) and co-chair of the Global Assembly of Action Research Networks. She is currently a lead investigator on a national literacy project investigating dialogic pedagogies and practices in primary schools.
DR SAROJNI CHOY is an Associate Professor of Professional, Continuing and Vocational Education at Griffith University. Her research and writing focus on workplace learning, curriculum, continuing education and training, work-integrated learning, workforce capacity building, action research and practice theory. She serves on the editorial boards of international journals and is a regular reviewer for international journals and international conferences in vocational education.
Table of ContentsChapter 1 Practice Theory and Education: Diversity and Contestation.- Chapter 2 Practices and Learning.- Chapter 3 Learning a Being 'Stirred in' to Practices.- Chapter 4 Theorising the Co-occurence of Remaking Occupational Practices and their Learning.- Chapter 5 Practice, the Body and Pedagogy: Attuning as a Basis for Pedagogies of the Unknown.- Chapter 6 Practice Architectures of University Education.- Chapter 7 Educational Practice as Praxis: Understanding and Challenging Neoliberal Conditions in University Settings.- Chapter 8 Teaching Practice in Australian Vocational Education and Training: A Practice Theory Analysis.- Chapter 9 Learning Practices: Financial Literacy in an Aboriginal Community.- Chapter 10 Teaching and Learning as Social Interaction: Salience and Relevance in Classroom Lesson Practices? Chapter 11 Teacher Research: A Knowledge-Producing Profession?.- Chapter 12 Reclaiming Education in Educational Leadership.- Chapter 13 Leading from the Milddle: A Praxis-Oriented Practice.- Chapter 14 Provoking a (re)newed: Frontier in Theorising Educational Practice.