Learning as being 'stirred in' to practices

Stephen Kemmis, Christine Edwards-Groves, Annemaree Lloyd, Peter Grootenboer, Ian Hardy, Jane Wilkinson

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review


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.
Original languageEnglish
Title of host publicationPractice theory perspectives on pedagogy and education
Subtitle of host publicationPraxis, diversity and contestation
EditorsPeter Grootenboer, Christine Edwards-Groves, Sarojni Choy
Place of PublicationSingapore
Number of pages21
ISBN (Electronic)9789811031304
ISBN (Print)9789811031281
Publication statusPublished - 2017


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