Times and Professional Practices

Springer International Publishing
Publication Type:
Professional and Practice-based Learning, 2016, 15, pp. 139-165
Issue Date:
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© 2016, Springer International Publishing Switzerland. This chapter focuses on one of four essential dimensions of professional practices and learning: times. Concepts from Chap. 3 are entangled with ethnographic data, viewing times as multiple and enacted into being through practices and material arrangements. It begins by examining how professional practices on the Residential Unit of Karitane produce a kind of objective time—time that is used up, and anchored to clocks. It then follows Gherardian and Schatzkian ideas of going ‘inside’ practices to explore times of activity. Here, past, present and future occur together reflecting what people are acting from and what they are acting towards. The multiplicity of time is then brought into focus, exploring questions of children’s age, development, and learning, before dwelling in the playroom to tease out its complex temporalities. Rhythms are then highlighted, making links with the purpose of professional work, and bodies as metronomes. Finally, organisational routines are outlined. Through these different concepts, the chapter traces how professionals become intimate outsiders in family life, and establish partnerships through fluid temporal connectedness in action (textures). The chapter shows how times and rhythmic work are crucial to the accomplishment of the ends of professional practice—in this case building resilience in families through partnership, and facilitating parents’ learning.
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