Practice Theory Perspectives on Pedagogy and Education: Praxis, Diversity and Contestation

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Peter Grootenboer, Christine Edwards-Groves, Sarojni Choy
Springer, Jan 16, 2017 - Education - 284 pages

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.


 

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Contents

Diversity and Contestation
1
2 Practices and Learning
23
3 Learning as Being Stirred In to Practices
44
4 Theorising the Cooccurrence of Remaking Occupational Practices and Their Learning
67
Attuning as a Basis for Pedagogies of the Unknown
87
6 Practice Architectures of University Education
107
Understanding and Challenging Neoliberal Conditions in University Settings
142
A Practice Theory Analysis
157
Financial Literacy in an Aboriginal Community
175
Salience and Relevance in Classroom Lesson Practices
190
A KnowledgeProducing Profession?
215
12 Reclaiming Education in Educational Leadership
231
A PraxisOriented Practice
242
14 Provoking a Renewed Frontier in Theorising Educational Practice
265
Index
281
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About the author (2017)

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.

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