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Practice Methodologies in Education Research offers a fresh
approach to researching practice in education. Addressing a major
gap in research methodology scholarship, it highlights how integral
practice theory is to the transformational agendas of education
research, introducing a theory of activist practice methodologies
informed by expansive theories of practice. With contributions from
leading education researchers drawn from across the world, the book
confronts onto-epistemological dilemmas for doing research that
arise from taking practice theory seriously, including the theories
of Bourdieu, de Certeau, Deleuze, Haraway, Latour, Taylor, and
Vygotsky. A defining feature of the chapters is their activist
axiologies and their experimental approach to researching practice
in education, in fields as diverse as educational leadership,
schooling, higher education, adult and workplace education and
training, professional practice, and informal learning. Practice
Methodologies in Education is essential reading for education
academics and postgraduates engaged in critical research using
practice theory.
Practice Methodologies in Education Research offers a fresh
approach to researching practice in education. Addressing a major
gap in research methodology scholarship, it highlights how integral
practice theory is to the transformational agendas of education
research, introducing a theory of activist practice methodologies
informed by expansive theories of practice. With contributions from
leading education researchers drawn from across the world, the book
confronts onto-epistemological dilemmas for doing research that
arise from taking practice theory seriously, including the theories
of Bourdieu, de Certeau, Deleuze, Haraway, Latour, Taylor, and
Vygotsky. A defining feature of the chapters is their activist
axiologies and their experimental approach to researching practice
in education, in fields as diverse as educational leadership,
schooling, higher education, adult and workplace education and
training, professional practice, and informal learning. Practice
Methodologies in Education is essential reading for education
academics and postgraduates engaged in critical research using
practice theory.
This book is an edited collection introducing the Education Policy
and Social Inequality series, and presents chapters from authors on
the editorial board. It investigates relations between educational
policy and social inequality, not simply in terms of policy
solutions for inequalities but also how education policy frames,
creates and at times exacerbates social inequalities. It adopts a
critical stance, encompassing innovative and interdisciplinary
theoretical and conceptual studies - drawing on e.g. sociology,
cultural studies, social and cultural geography, and history - as
well as original empirical work that examines a range of
educational contexts, including early years education, vocational
and further education, informal education, K-12 schooling and
higher education. The book argues that critique and policy studies
can have a transformative function, positing new dimensions for
understanding the role of education policy in connection with
recurrent social problems and seeking the amelioration of social
inequality in ways that challenge the possibility of equity in the
liberal democratic state, as well as in other forms of governance
and government.
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.
This book is an edited collection introducing the Education Policy
and Social Inequality series, and presents chapters from authors on
the editorial board. It investigates relations between educational
policy and social inequality, not simply in terms of policy
solutions for inequalities but also how education policy frames,
creates and at times exacerbates social inequalities. It adopts a
critical stance, encompassing innovative and interdisciplinary
theoretical and conceptual studies - drawing on e.g. sociology,
cultural studies, social and cultural geography, and history - as
well as original empirical work that examines a range of
educational contexts, including early years education, vocational
and further education, informal education, K-12 schooling and
higher education. The book argues that critique and policy studies
can have a transformative function, positing new dimensions for
understanding the role of education policy in connection with
recurrent social problems and seeking the amelioration of social
inequality in ways that challenge the possibility of equity in the
liberal democratic state, as well as in other forms of governance
and government.
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.
Based on a study of one secondary school located in a disadvantaged
community in Australia, this book provides a different perspective
on what it means to 'play the game' of schooling. Drawing on the
perspectives of teachers, parents and students, this book is a
window through which to explore the possibilities of schooling in
disadvantaged communities. The authors contend that teachers,
parents and students themselves are all involved in the game of
reproducing disadvantage in schooling, but similarly, they can play
a part in opening up opportunities for change to enhance learning
for marginalised students. Rather than only attempting to transform
students, teachers should be also be concerned to transform
schooling; to provide educational opportunities that transform the
life experiences of and open up opportunities for all young people,
especially those disadvantaged by poverty and marginalised by
difference. The book is also designed to stimulate understanding of
the work of Bourdieu as well as of a Bourdieuian approach to
research. Seeing transformative potential in his theoretical
constructs, it airs the possibility that schools can be more than
mere reproducers of society.
Based on a study of one secondary school located in a
disadvantaged community in Australia, this book provides a
different perspective on what it means to play the game of
schooling. Drawing on the perspectives of teachers, parents and
students, this book is a window through which to explore the
possibilities of schooling in disadvantaged communities. The
authors contend that teachers, parents and students themselves are
all involved in the game of reproducing disadvantage in schooling,
but similarly, they can play a part in opening up opportunities for
change to enhance learning for marginalised students. Rather than
only attempting to transform students, teachers should be also be
concerned to transform schooling; to provide educational
opportunities that transform the life experiences of and open up
opportunities for all young people, especially those disadvantaged
by poverty and marginalised by difference. The book is also
designed to stimulate understanding of the work of Bourdieu as well
as of a Bourdieuian approach to research. Seeing transformative
potential in his theoretical constructs, it airs the possibility
that schools can be more than mere reproducers of society. "
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