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?
|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||15|
|Publication status||Published - 24 Jan 2017|
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