This textbook shows how people can and do transform the world through transforming their practices and the practice architectures that shape them, and contributes to contemporary practice theory. It provides an authoritative, comprehensive, and contemporary account of the theory of practice architectures, illustrated through examples drawn from years of research by participants in the Pedagogy, Education, and Praxis international research network from Australia, New Zealand, Finland, Norway, Sweden, the Netherlands, Colombia, and the Caribbean. Its content provides a variety of resources for researchers who are new to research using the theory of practice architectures. It includes tables to assist with the analysis of practices, and provides clear examples to aid understanding and application. This textbook provides readers with a thorough grounding in the theory and ways the theory of practice architectures has been used in investigations of social and educational practice.
This book introduces readers to the theory of practice architectures and conveys a way of approaching practice theory through developing a practice sensibility. It shows that, in order to change our practices, we must also change the conditions that make those practices possible. The book draws on everyday life to illustrate how we can see the world by watching it unfold in practices: it argues that life happens in practices. The theory of practice architectures takes the ontological nature of practices seriously by recognising that practices take place in the real world. Consequently, the book offers a new perspective on how practices happen amidst a vast world of happenings; on how we participate in the “happening-ness” of the world through our practices. It invites us to consider whether our practices reproduce or aggravate the contemporary environmental crises confronting the Earth, and whether we can transform our current practices to ameliorate these crises. Given its focus and scope, the book will benefit master’s and doctoral students in social and educational theory, early career researchers, and established researchers new to practice theory.
A fully-updated and reworked version of the classic book by Stephen Kemmis and Robin McTaggart, now joined by Rhonda Nixon, The Action Research Planner is a detailed guide to developing and conducting a critical participatory action research project. The authors outline new views on ‘participation’ (based on Jürgen Habermas’s notion of a ‘public sphere’), ‘practice’ (as shaped by practice architectures), and ‘research’ (as research within practice traditions). They provide five extended examples of critical participatory action research studies. The book includes a range of resources for people planning a critical participatory research initiative, providing guidance on how to establish an action research group and identify a shared concern, research ethics, principles of procedure for action researchers, protocols for collaborative work, keeping a journal, gathering evidence, reporting, and choosing academic partners. Unlike earlier editions, The Action Research Planner focuses specifically on critical participatory action research, which occupies a particular (critical) niche in the action research 'family'. The Action Research Planner is an essential guide to planning and undertaking this type of research.
First published in 1986. There is now a growing movement to extend the professionalism of teachers by providing them with greater opportunities to engage in curriculum theorizing and educational research. The purpose of this book is to offer a rationale by outlining a philosophical justification for the view that teachers have a special role as researchers and that the most plausible way to construe educational research is as a form of critical social science.
This short book provides an introduction to the study of education, outlining the dual purpose of education – to help people live well and to help develop a world worth living in. It argues that education initiates people into forms of understanding, modes of activity, and ways of relating to each other and the world that not only help individuals to live good lives, but also help secure a culture based on reason, productive and sustainable economies and environments, and just and democratic societies. Subsequent chapters address the history of education in the West; explore how education reproduces the practices and forms of life in societies and groups, and also how it transforms them; and introduce the theory of practice architectures to explain what practices are composed of, and how they are enabled and constrained by local and more general conditions and circumstances. The book closes by showing how the theory of practice architectures unfolds to offer a theory of education – a theory that underpins the definition of education offered at the start of the book. Understanding Education is essential reading for anyone interested in the theory and practice of education.
This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching – organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from new research being conducted by the authors – the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice.
Explores the apparent conflict between the Bible, religious teachings and modern scientific discoveries.Many Catholics, particularly parents, teachers and others involved faith formation, can be disconcerted by advances in knowledge and scientific developments which appear to conflict with their own recollection or understanding of Catholic doctrine. This publication attempts to address three areas where these apparent conflicts are most prevalent:- Can Church teaching change or develop?-What is the relationship between faith and science? How are we to properly understand Sacred Scripture - the Bible - especially when there appears to be a clash with modern scientific developments? A New Habit of Mind is addressed to those with responsibility for faith formation/education, and to all who are curious about where the Church stands on these issues. It highlights the call of Pope Paul VI for the members of the Church to cultivate 'a new habit of mind' that takes account of particular cultures, advances in knowledge and other changes, for example, in language and social attitudes which, far from diminishing the Church's timeless truths, shed greater light on them.
Schools have become separated from society and social issues through the practice of "transition education." More specifically, by stressing the preparation of students for society, schools accept the present structure of society as a given and therefore neglect their responsibility to educate. Since schools play an educational role in society, the neglect of this role results in the separation of schools from society. Two attitudes toward curriculum that involve transition education are the vocational/neo-classical orientation and the liberal/progressive orientation. The vocational/neo-classical orientation regards education as a preparation for work and mirrors the current principles of society. The liberal/progressive orientation regards education as a preparation for life, emphasizes individuality, and asserts that society can be improved through the preparation of students for participation in its reconstruction. An alternative to these orientations and their subsequent separateness is the socially-critical orientation. This orientation maintains that education must address society and social issues immediately, emphasizes social and critically speculative processes, and maintains that only collective action can execute social change. Strategies for converting schools to a socially critical orientation include involving the community, curriculum reflection and debate, inservice activities, school reviews, and monitoring progress. The first of two appendixes offers nine starting points or concepts for initiating the socially critical school, with annotated lists of readings grouped under each concept. The second appendix contains hypothetical interviews with proponents of the three orientations. (RG)
Produced for units ECT463 (Educational computing 1) and ECT462 (Children's learning and computing) offered by the School of Education in Deakin University's Open Campus Program.
The modern American university has, for more than a century, been the frontier where those who aspired to social and economic advancement ventured. Initially, the guides for the aspirants were the professors, who having earned the trust of both the general public and practitioners, provided the necessary foundation for entry into the profession.
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