This chapter provides a ‘societist’ (Schatzki in Philos Soc Sci 33(2):174–202, 2003) account of ‘learning’ using the theory of ‘practice architectures’ (Kemmis and Grootenboer in Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. Enabling praxis: Challenges for education. Sense, Rotterdam, pp. 37–62, 2008; Kemmis et al. in Changing education, changing practices. Springer Education, Singapore, 2014). Drawing on observations of classrooms, schools and a school district, the authors argue, first, that people ‘learn’ practices , not only ‘knowledge ’, ‘concepts’ or ‘values’, for example. They suggest that learning a practice entails entering—joining in—the projects and the kinds of sayings , doings and relatings characteristic of different practices. The metaphor that learning involves being ‘stirred in’ to practices conveys the motion and dynamism of becoming a practitioner of a practice of one kind of another, like learning or teaching. Being stirred into practices suggests an account of ‘learning’ that elucidates the process, activity and sociality of learning as a practice.
|Title of host publication||Practice theory perspectives on pedagogy and education|
|Subtitle of host publication||Praxis, diversity and contestation|
|Editors||Peter Grootenboer, Christine Edwards-Groves, Sarojni Choy|
|Place of Publication||Singapore|
|Number of pages||22|
|Publication status||Published - 2017|
Kemmis, S., Edwards-Groves, C., Lloyd, A., Grootenboer, P., Hardy, I., & Wilkinson, J. (2017). Learning as being 'stirred in' to practices. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (pp. 45-66). Springer. https://doi.org/10.1007/978-981-10-3130-4_3