Sensing the tempo-rhythm of practice: The dynamics of engagement

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dc.contributor.author Johnsson, MC
dc.contributor.editor Hager, P
dc.contributor.editor Lee, A
dc.contributor.editor Reich, A
dc.date.accessioned 2012-10-12T03:31:56Z
dc.date.issued 2012-01
dc.identifier.citation Practice, learning and change: Practice-theory perspectives on professional learning, 2012, 1, pp. 51 - 65
dc.identifier.isbn 978-94-007-4773-9
dc.identifier.other B1 en_US
dc.identifier.uri http://hdl.handle.net/10453/17797
dc.description.abstract Researchers have conventionally used objective, discrete and linear assumptions of time and space when constructing metaphors such as acquisition, transfer and progression to theorize learning and change. This chapter offers an alternative starting point. It suggests that the notion of practice-based learning and change is better conceptualized as dynamic patterns of human actions and materialities that are often comfortably familiar, yet paradoxically novel leading to possibilities for remaking those practices. Building upon philosophical and postmodern understandings of time and space, I introduce the concept of tempo-rhythm to highlight attention to the significance of practice dynamics for learning and change. Tempo-rhythm is a metaphor borrowed from the dramatic arts (Stanislavski, 1979) that describes how actors incorporate speed, intensity and variability into their movement and speech actions to engage the audience in the shared experience of character-building and performance. I illustrate how the tempo-rhythm of chefs engaging in practice together goes beyond what can be observed, experienced or designed to be purposive in vocational learning. This focus on practice dynamics suggests that learning of an engagement kind requires practitioners to interact in emergent ways that add novelty, variety and intensity to work practices, shaping meaning and commitment to the changing patterns of practice in everyday work life.
dc.publisher Springer
dc.relation.isbasedon 10.1007/978-94-007-4774-6_4
dc.relation.isreplacedby 10453/30666
dc.relation.isreplacedby http://hdl.handle.net/10453/30666
dc.subject tempo, rhythmn, practice, engagement, dramaturgy
dc.title Sensing the tempo-rhythm of practice: The dynamics of engagement
dc.type Chapter
dc.parent Practice, learning and change: Practice-theory perspectives on professional learning
dc.journal.number en_US
dc.publocation Dordrecht, The Netherlands en_US
dc.identifier.startpage 51 en_US
dc.identifier.endpage 65 en_US
dc.cauo.name FASS.Research in Learning and Change en_US
dc.conference Verified OK en_US
dc.for 1303 Specialist Studies In Education
dc.personcode 997782 en_US
dc.percentage 100 en_US
dc.classification.name Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.edition 1 en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords tempo, rhythmn, practice, engagement, dramaturgy en_US
dc.staffid en_US
dc.staffid 997782 en_US
pubs.embargo.period Not known
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
utslib.copyright.date 2015-04-15 12:17:09.805752+10
utslib.collection.history Uncategorised (ID: 363)
utslib.collection.history Closed (ID: 3)


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