From response and adaptation to learning, agency and contribution. Making the theory of practice architectures dangerous.

Autor/in	Hopwood, Nick
Titel	From response and adaptation to learning, agency and contribution. Making the theory of practice architectures dangerous.
Quelle	In: Journal of praxis in higher education, 3 (2021) 1, S. 78-94 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2003-3605
DOI	10.47989/kpdc114
Schlagwörter	Lernen; Praxis; Transformation; Pandemie; Lernen; Pandemie; Transformation; Adaptation; Praxis
Abstract	What is higher education praxis in a world beset by crises? Sjølie et al. (2020) explore this in relation to academics' learning during the, using the theory of practice architectures, to highlight key responses and adaptations to the Coronavirus pandemic. I offer a re-reading of their cases of changing practice, challenging a sense of being accepting of, resigned to, and unfolding 'under' given circumstances. Instead, I highlight agentic, transformative praxis, where people act individually and collectively towards alternative futures. Drawing on Stetsenko's transformative activist stance, I point to ways the theory of practice architectures might be put to work 'dangerously', as part of a struggle for a better world. Envisioning a reinvigoration of a politically charged theory of practice architectures, I argue the it offers particular value through the concept of learning as coming to practise differently, sharpened through a notion of contribution rather than participation. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2022/2