The Practice Architectures of Pedagogy: Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices

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

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Abstract

Amidst constant waves of research seeking to understand and improve pedagogical practices in schools, this chapter positions pedagogy as social practice rather than a more commonly held view of pedagogy as method. It is a view of pedagogy that is centrally interested in the sociality, situatedness and happeningness of practices, and thus requires a theory of practice that treats it as socially, dialogically, ontologically and temporally constituted. Capitalising on the ‘practice turn’ in education, the chapter utilises the theory of practice architectures to consider the relationship between pedagogy, practice and practice architectures. It will be argued that pedagogical practices as they happen in lessons cannot be understood without a theory of practice that explains (especially for teachers) how practices unfold discursively
through language and sequences of time, and how they are interwoven (enmeshed or entangled) with sites, not just ‘set’ in them. Empirical material from recorded primary school lessons will be used to illustrate particular practice architectures or cultural-discursive, the material-economic and the social-political arrangements that influence the conduct of pedagogical
practice as it happens in classrooms. The chapter seeks to address these three broad questions: (1) how does the theory of practice architectures enhance understandings of pedagogy? (2) in what ways does this theory help us to understand pedagogy as social practice? and (3) what influences pedagogical decision making as it happens in the low of instruction?
Original languageEnglish
Title of host publicationNew Pedagogical Challenges in the 21st Century
Subtitle of host publicationContributions of Research in Education
EditorsOlga Bernad Cavero, Nuria Llevot-Calvet
Place of PublicationLondon
PublisherIntechOpen London
Chapter7
Pages119-139
Number of pages20
ISBN (Electronic)9781789233810
ISBN (Print)9781789233803
DOIs
Publication statusPublished - 04 Jul 2018

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sociality
teaching practice
ontology
dialogue
teaching
primary school

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Edwards-Groves, C. (2018). The Practice Architectures of Pedagogy: Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices. In O. Bernad Cavero, & N. Llevot-Calvet (Eds.), New Pedagogical Challenges in the 21st Century : Contributions of Research in Education (pp. 119-139). London: IntechOpen London. https://doi.org/10.5772/intechopen.72920
Edwards-Groves, Christine. / The Practice Architectures of Pedagogy : Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices. New Pedagogical Challenges in the 21st Century : Contributions of Research in Education. editor / Olga Bernad Cavero ; Nuria Llevot-Calvet. London : IntechOpen London, 2018. pp. 119-139
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abstract = "Amidst constant waves of research seeking to understand and improve pedagogical practices in schools, this chapter positions pedagogy as social practice rather than a more commonly held view of pedagogy as method. It is a view of pedagogy that is centrally interested in the sociality, situatedness and happeningness of practices, and thus requires a theory of practice that treats it as socially, dialogically, ontologically and temporally constituted. Capitalising on the ‘practice turn’ in education, the chapter utilises the theory of practice architectures to consider the relationship between pedagogy, practice and practice architectures. It will be argued that pedagogical practices as they happen in lessons cannot be understood without a theory of practice that explains (especially for teachers) how practices unfold discursivelythrough language and sequences of time, and how they are interwoven (enmeshed or entangled) with sites, not just ‘set’ in them. Empirical material from recorded primary school lessons will be used to illustrate particular practice architectures or cultural-discursive, the material-economic and the social-political arrangements that influence the conduct of pedagogicalpractice as it happens in classrooms. The chapter seeks to address these three broad questions: (1) how does the theory of practice architectures enhance understandings of pedagogy? (2) in what ways does this theory help us to understand pedagogy as social practice? and (3) what influences pedagogical decision making as it happens in the low of instruction?",
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Edwards-Groves, C 2018, The Practice Architectures of Pedagogy: Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices. in O Bernad Cavero & N Llevot-Calvet (eds), New Pedagogical Challenges in the 21st Century : Contributions of Research in Education. IntechOpen London, London, pp. 119-139. https://doi.org/10.5772/intechopen.72920

The Practice Architectures of Pedagogy : Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices. / Edwards-Groves, Christine.

New Pedagogical Challenges in the 21st Century : Contributions of Research in Education. ed. / Olga Bernad Cavero; Nuria Llevot-Calvet. London : IntechOpen London, 2018. p. 119-139.

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

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AB - Amidst constant waves of research seeking to understand and improve pedagogical practices in schools, this chapter positions pedagogy as social practice rather than a more commonly held view of pedagogy as method. It is a view of pedagogy that is centrally interested in the sociality, situatedness and happeningness of practices, and thus requires a theory of practice that treats it as socially, dialogically, ontologically and temporally constituted. Capitalising on the ‘practice turn’ in education, the chapter utilises the theory of practice architectures to consider the relationship between pedagogy, practice and practice architectures. It will be argued that pedagogical practices as they happen in lessons cannot be understood without a theory of practice that explains (especially for teachers) how practices unfold discursivelythrough language and sequences of time, and how they are interwoven (enmeshed or entangled) with sites, not just ‘set’ in them. Empirical material from recorded primary school lessons will be used to illustrate particular practice architectures or cultural-discursive, the material-economic and the social-political arrangements that influence the conduct of pedagogicalpractice as it happens in classrooms. The chapter seeks to address these three broad questions: (1) how does the theory of practice architectures enhance understandings of pedagogy? (2) in what ways does this theory help us to understand pedagogy as social practice? and (3) what influences pedagogical decision making as it happens in the low of instruction?

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M3 - Chapter (peer-reviewed)

SN - 9781789233803

SP - 119

EP - 139

BT - New Pedagogical Challenges in the 21st Century

A2 - Bernad Cavero, Olga

A2 - Llevot-Calvet, Nuria

PB - IntechOpen London

CY - London

ER -

Edwards-Groves C. The Practice Architectures of Pedagogy: Conceptualising the Convergences between Sociality, Dialogue, Ontology and Temporality in Teaching Practices. In Bernad Cavero O, Llevot-Calvet N, editors, New Pedagogical Challenges in the 21st Century : Contributions of Research in Education. London: IntechOpen London. 2018. p. 119-139 https://doi.org/10.5772/intechopen.72920