Spaces and Professional Practices
- Publisher:
- Springer International Publishing
- Publication Type:
- Chapter
- Citation:
- Professional and Practice-based Learning, 2016, 15, pp. 167-207
- Issue Date:
- 2016-01-01
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
| PPL 2-6 Spaces RESUBMIT.docx | Accepted version | 2.97 MB |
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© 2016, Springer International Publishing Switzerland. This chapter continues the exploration of four essential dimensions of professional practices and learning, focusing now on spaces. Concepts from Chap. 3 are entangled with ethnographic data. It draws on Schatzki’s practice theory and Thrift’s non-representational approach in order to enrich Gherardi’s notion of connectedness in action through the concept of spatial texture. The chapter is in two main parts. The first dwells in particular spaces, and traces their movement and multiplicity through the different practices associated with them. The Residential Unit itself, the playroom, the nurses’ station and family homes are all explored, the latter in terms of a haunting relationship with the spaces of the Unit. The second part follows practices through different spaces, distinguishing between those that are public, those that are secret, and those that move between the two. This spatial approach is never free of questions of times, bodies and things, but elucidates features of professional practices and learning that are otherwise less visible. The chapter shows how spaces and spatial 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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