There has emerged, since the turn of the century or so, a cohesive body of work centred on theorising education as practice. These practice theories come from a range of theoretical and philosophical traditions, but collectively they draw attention to the sociality of practices, and the ontological nature of practice. A ‘practice turn’ also emphasises the ‘happingness’ of education and the need to consider teaching and learning as they unfold in particular sites within local conditions. In this chapter we provide an overview of practice theory in relation to education, and outline how these theories can provide a critical perspective of education across a range of settings and systems. We also provide an argument and illustration of how developing a communicative space is foundational to developing educational practices under diverse and contested practice arrangements.
|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||21|
|Publication status||Published - 2017|
Grootenboer, P., Edwards-Groves, C., & Choy, S. (2017). Practice Theory and Education: Diversity and Contestation. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (1st ed., pp. 1-21). Springer. https://doi.org/10.1007/978-981-10-3130-4_1