Practice theory and education. Diffractive readings in professional practice.

Sonst. Personen	Lynch, Julianne (Hrsg.); Rowlands, Julie (Hrsg.); Gale, Trevor (Hrsg.); Skourdoumbis, Andrew (Hrsg.)
Titel	Practice theory and education. Diffractive readings in professional practice.
Quelle	London; New York: Routledge Taylor & Francis Group (2018), xiv, 287 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	9781138610279
Schlagwörter	Bildung; Pädagogisches Handeln; Bildungsforschung; Methodologie; Interaktionsanalyse; Subjektivität; Soziale Interaktion; Soziale Norm; Ethnografie; Diskursanalyse; Literatur; Praxeologie; Diskurs; Habitus; Netzwerk; Organisation; Praxis; Theorie; Wissenschaftliche Literatur; Bourdieu, Pierre; Certeau, Michel de; Deleuze, Gilles; Dewey, John; Guattari, Félix; Marx, Karl; Taylor, Charles; Wygotskij, Lew Semjonowitsch
Abstract	Practice Theory and Education challenges how we think about 'practice', examining what it means across different fields and sites. It is organised into four themes: discursive practices; practice, change and organisations; practising subjectivity; and professional practice, public policy and education. Contributors to the collection engage and extend practice theory by drawing on the legacies of diverse social and cultural theorists, including Bourdieu, de Certeau, Deleuze and Guattari, Dewey, Latour, Marx, and Vygotsky, and by building on the theoretical trajectories of contemporary authors such as Karen Barad, Yrjo Engestrom, Andreas Reckwitz, Theodore Schatzki, Dorothy Smith, and Charles Taylor. The proximity of ideas from different fields and theoretical traditions in the book highlight key matters of concern in contemporary practice thinking, including the historicity of practice; the nature of change in professional practices; the place of discursive material in practice; the efficacy of refiguring conventional understandings of subjectivity and agency; and the capacity for theories of practice to disrupt conventional understandings of asymmetries of power and resources. Their juxtaposition also points to areas of contestation and raises important questions for future research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/4