Problematising Practice, Reconceptualising Learning and Imagining Change

Hager, P; Lee, A; Reich, A

Problematising Practice, Reconceptualising Learning and Imagining Change

Hager, P Lee, A Reich, A

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Publication Type:: Chapter
Citation:: Professional and Practice-based Learning, 2012, 8 pp. 1 - 14
Issue Date:: 2012-01-01

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Field	Value	Language
dc.contributor.author	Hager, P	en_US
dc.contributor.author	Lee, A	en_US
dc.contributor.author	Reich, A https://orcid.org/0000-0002-1051-0261	en_US
dc.date.issued	2012-01-01	en_US
dc.identifier.citation	Professional and Practice-based Learning, 2012, 8 pp. 1 - 14	en_US
dc.identifier.uri	http://hdl.handle.net/10453/30871
dc.description.abstract	© 2012, Springer Science+Business Media Dordrecht. Practice has become an increasingly crucial concept in the disciplines that deal with social life. Yet, it is evident that the term practice is typically employed in diverse and ambiguous ways. This is exacerbated by practice frequently being conjoined with a foregoing classifier, for example, legal practice, teaching practice, professional practice and literacy practice. In such cases, semantic attention typically centres on the classifier with the notion of practice being assumed to be unproblematic. This chapter seeks to problematise and defamiliarise taken-for-granted assumptions about practice and their relationship with learning. Five principles for theorising practice are proposed and discussed. These principles are deployed to suggest fresh understandings of learning and change in relation to practices. In turn, this illuminates issues around how practices are made and how they evolve and change.	en_US
dc.relation.ispartof	Professional and Practice-based Learning	en_US
dc.relation.isbasedon	10.1007/978-94-007-4774-6_1	en_US
dc.title	Problematising Practice, Reconceptualising Learning and Imagining Change	en_US
dc.type	Chapter
utslib.citation.volume	8	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
dc.location.activity	Vancouver, CANADA
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
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Education Group
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	8	en_US

Abstract:

© 2012, Springer Science+Business Media Dordrecht. Practice has become an increasingly crucial concept in the disciplines that deal with social life. Yet, it is evident that the term practice is typically employed in diverse and ambiguous ways. This is exacerbated by practice frequently being conjoined with a foregoing classifier, for example, legal practice, teaching practice, professional practice and literacy practice. In such cases, semantic attention typically centres on the classifier with the notion of practice being assumed to be unproblematic. This chapter seeks to problematise and defamiliarise taken-for-granted assumptions about practice and their relationship with learning. Five principles for theorising practice are proposed and discussed. These principles are deployed to suggest fresh understandings of learning and change in relation to practices. In turn, this illuminates issues around how practices are made and how they evolve and change.

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http://hdl.handle.net/10453/30871