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This book critically explores urgent questions that researchers,
educators, and policy makers need to consider and address in order
to better our understanding and capacity to transform education.
Focusing on areas that underpin the empirical, theoretical, and
strategic research of the Pedagogy, Education and Praxis (PEP)
International Research Network, it discusses the following topics:
the nature of educational praxis; research approaches that
facilitate praxis and praxis development; changing cultural,
social, political and material conditions affecting the educational
practices of teachers; and how good professional practice in
teaching, leading, and professional learning are understood and
experienced. Presenting findings emerging from the Pedagogy,
Education and Praxis research, the book raises new questions and
offers new ways of thinking about the identified issues and themes
in light of current educational concerns and the prevalence of
neoliberal conditions being experienced in educational settings
around the globe. It provides supporting evidence and illustrative
examples to help readers understand important concepts, situations,
and concerns, and brings together intellectual and
cultural-historical traditions that, when considered in relation to
each other, open up critical opportunities and ideas orienting
readers towards future educational transformation.
This open access book is the first of a two-volume series focusing
on how people are being enabled or constrained to live well in
today’s world, and how to bring into reality a world worth living
in for all. The chapters offer unique narratives drawing on the
perspectives of diverse groups such as: asylum-seeking and refugee
youth in Australia, Finland, Norway and Scotland; young climate
activists in Finland; Australian Aboriginal students, parents and
community members; families of children who tube feed in Australia;
and international research students in Sweden. The chapters reveal
not just that different groups have different ideas about a world
worth living in, but also show that, through their collaborative
research initiative, the authors and their research participants
were bringing worlds like these into being. The volume extends an
invitation to readers and researchers in education and the social
sciences to consider ways to foster education that realises
transformed selves and transformed worlds: the good for each
person, the good for humankind, and the good for the community of
life on the planet. The book also includes theoretical
chapters providing the background and rationale behind the notion
of education as initiating people into ‘living well in a world
worth living in'. An introductory chapter discusses the origins of
the concept and the phrase.
This book was written to help people understand and transform
education and professional practice. It presents and extends the
theory of practice architectures, and offers a contemporary account
of what practices are composed of and how practices shape and are
shaped by the arrangements with which they are enmeshed in sites of
practice. Through its empirically-based case chapters, the book
demonstrates how the theory of practice architectures can be used
as a theoretical, analytical, and transformational resource to
generate insights that have important implications for practice,
theory, policy, and research in education and professional
practice. These insights relate to how practices are shaped by
arrangements (and other practices) present in specific sites of
practice, including early childhood education settings, schools,
adult education, and workplaces. They also relate to how practices
create distinctive intersubjective spaces, so that people encounter
one another in particular ways (a) in particular semantic spaces,
(b) that are realised in particular locations and durations in
physical space-time, and (c) in particular social spaces. By
applying such insights, readers can work towards changing practices
by transforming the practice architectures that make them possible.
This book critically explores urgent questions that researchers,
educators, and policy makers need to consider and address in order
to better our understanding and capacity to transform education.
Focusing on areas that underpin the empirical, theoretical, and
strategic research of the Pedagogy, Education and Praxis (PEP)
International Research Network, it discusses the following topics:
the nature of educational praxis; research approaches that
facilitate praxis and praxis development; changing cultural,
social, political and material conditions affecting the educational
practices of teachers; and how good professional practice in
teaching, leading, and professional learning are understood and
experienced. Presenting findings emerging from the Pedagogy,
Education and Praxis research, the book raises new questions and
offers new ways of thinking about the identified issues and themes
in light of current educational concerns and the prevalence of
neoliberal conditions being experienced in educational settings
around the globe. It provides supporting evidence and illustrative
examples to help readers understand important concepts, situations,
and concerns, and brings together intellectual and
cultural-historical traditions that, when considered in relation to
each other, open up critical opportunities and ideas orienting
readers towards future educational transformation.
This open access book is the first of a two-volume series focusing
on how people are being enabled or constrained to live well in
today’s world, and how to bring into reality a world worth living
in for all. The chapters offer unique narratives drawing on the
perspectives of diverse groups such as: asylum-seeking and refugee
youth in Australia, Finland, Norway and Scotland; young climate
activists in Finland; Australian Aboriginal students, parents and
community members; families of children who tube feed in Australia;
and international research students in Sweden. The chapters reveal
not just that different groups have different ideas about a world
worth living in, but also show that, through their collaborative
research initiative, the authors and their research participants
were bringing worlds like these into being. The volume extends an
invitation to readers and researchers in education and the social
sciences to consider ways to foster education that realises
transformed selves and transformed worlds: the good for each
person, the good for humankind, and the good for the community of
life on the planet. The book also includes theoretical
chapters providing the background and rationale behind the notion
of education as initiating people into ‘living well in a world
worth living in'. An introductory chapter discusses the origins of
the concept and the phrase.
This book was written to help people understand and transform
education and professional practice. It presents and extends the
theory of practice architectures, and offers a contemporary account
of what practices are composed of and how practices shape and are
shaped by the arrangements with which they are enmeshed in sites of
practice. Through its empirically-based case chapters, the book
demonstrates how the theory of practice architectures can be used
as a theoretical, analytical, and transformational resource to
generate insights that have important implications for practice,
theory, policy, and research in education and professional
practice. These insights relate to how practices are shaped by
arrangements (and other practices) present in specific sites of
practice, including early childhood education settings, schools,
adult education, and workplaces. They also relate to how practices
create distinctive intersubjective spaces, so that people encounter
one another in particular ways (a) in particular semantic spaces,
(b) that are realised in particular locations and durations in
physical space-time, and (c) in particular social spaces. By
applying such insights, readers can work towards changing practices
by transforming the practice architectures that make them possible.
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