The fabric of practices: times, spaces, bodies, things

Hopwood, N

The fabric of practices: times, spaces, bodies, things

Hopwood, N

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Publisher:: Inter-Disciplinary Press
Publication Type:: Chapter
Citation:: Exploring bodies in time and space, 2014, 1, pp. 137 - 146
Issue Date:: 2014-01

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Field	Value	Language
dc.contributor.author	Hopwood, N https://orcid.org/0000-0003-2149-5834	en_US
dc.contributor.editor	McLean, L	en_US
dc.contributor.editor	Stafford, L	en_US
dc.contributor.editor	Weeks, M	en_US
dc.date.issued	2014-01	en_US
dc.identifier.citation	Exploring bodies in time and space, 2014, 1, pp. 137 - 146	en_US
dc.identifier.isbn	978-1-84888-247-8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/30337
dc.description.abstract	Here I connect the themes of space, time, the body, and things with an ethnographic study of professional practices and pedagogy. The study joins an emerging body of work that aims to produce different accounts of professional practice, eschewing dominant discourses based on problematic assumptions of linear time that is used up, space as a container for practice, practice and learning as mindful but bodyless, and materiality as either irrelevant or passive. The study was conducted in a child and family health service in Sydney, Australia. The Residential Unit of Karitane takes up to ten families for five days each week, offering intensive support for parents experiencing significant difficulties with their children's sleeping, feeding or behaviour. Four themes of times, spaces, bodies, and things are discussed, drawing on Theodore Schatzkis practice theory and philosophy, but also making connections to wider sociomaterial theorisations of time, space and the body. While these themes resist analytic separation, they are offered as distinctive points of departure, each highlighting something different about practices, pedagogy and learning. Nonetheless the porous conceptual boundaries between temporality, spatiality, embodiment and materiality are addressed and illustrated. The result is an account of practices, and their pedagogic effects, which differs radically from conventional approaches.	en_US
dc.publisher	Inter-Disciplinary Press	en_US
dc.relation.ispartof	Exploring bodies in time and space	en_US
dc.title	The fabric of practices: times, spaces, bodies, things	en_US
dc.type	Chapter
utslib.location	Oxfordshire	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.citation.edition	1	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.edition	1	en_US
pubs.place-of-publication	Oxfordshire	en_US
pubs.publication-status	Published	en_US

Abstract:

Here I connect the themes of space, time, the body, and things with an ethnographic study of professional practices and pedagogy. The study joins an emerging body of work that aims to produce different accounts of professional practice, eschewing dominant discourses based on problematic assumptions of linear time that is used up, space as a container for practice, practice and learning as mindful but bodyless, and materiality as either irrelevant or passive. The study was conducted in a child and family health service in Sydney, Australia. The Residential Unit of Karitane takes up to ten families for five days each week, offering intensive support for parents experiencing significant difficulties with their children's sleeping, feeding or behaviour. Four themes of times, spaces, bodies, and things are discussed, drawing on Theodore Schatzkis practice theory and philosophy, but also making connections to wider sociomaterial theorisations of time, space and the body. While these themes resist analytic separation, they are offered as distinctive points of departure, each highlighting something different about practices, pedagogy and learning. Nonetheless the porous conceptual boundaries between temporality, spatiality, embodiment and materiality are addressed and illustrated. The result is an account of practices, and their pedagogic effects, which differs radically from conventional approaches.

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http://hdl.handle.net/10453/30337