Provoking a (Re)newed frontier in theorising educational practice

Sarojni Choy, Christine Edwards-Groves, Peter Grootenboer

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

Abstract

To understand the accounts of practice and the theories that draw attention to the sociality and situatedness of practices presented in this volume, we take up the challenge of reflecting critically and concisely on the present state and the relevance of practice theory in education research. We do this by writing the chapter in the form of a Rundbriefe (“round letters”). The Rundbriefe process enables us, as the authors, to respond as both individuals and as a collective authorial team to these key questions: 1) How does a practice turn enhance our understandings of practices in education? 2) How do the various practice theories talk to one another? 3) What does a practice perspective make visible or leave invisible? 4) In what ways does practice theory help us to understand praxis, diversity and contestation?
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
PublisherSpringer
Chapter14
Pages265-280
Number of pages15
ISBN (Electronic) 9789811031304
ISBN (Print)9789811031281
DOIs
Publication statusPublished - 24 Jan 2017

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Choy, S., Edwards-Groves, C., & Grootenboer, P. (2017). Provoking a (Re)newed frontier in theorising educational practice. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (pp. 265-280). Springer. https://doi.org/10.1007/978-981-10-3130-4_14