The practices architectures of pedagogy : Conceptualising the convergences between sociality, dialogue, ontology and temporarily in teaching practices
Book chapter
Edwards-Groves, Christine. (2018). The practices architectures of pedagogy : Conceptualising the convergences between sociality, dialogue, ontology and temporarily in teaching practices. In In Bernad-Cavero, Olga and Llevot-Calvet, Núria (Ed.). New pedagogical challenges in the 21st Century : Contributions of research in education pp. 119-140 IntechOpen. https://doi.org/10.5772/intechopen.72920
Authors | Edwards-Groves, Christine |
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Editors | Bernad-Cavero, Olga and Llevot-Calvet, Núria |
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 flow of instruction? |
Keywords | best practice; constellation of practices; pedagogies for diversity; ecologies of practices; practice architectures; site based education |
Page range | 119-140 |
Year | 2018 |
Book title | New pedagogical challenges in the 21st Century : Contributions of research in education |
Publisher | IntechOpen |
Place of publication | London |
ISBN | 9781789233810 |
9781789233803 | |
9781838812621 | |
Digital Object Identifier (DOI) | https://doi.org/10.5772/intechopen.72920 |
Publisher's version | License File Access Level Open |
Output status | Published |
Publication dates | |
04 Jul 2018 | |
Publication process dates | |
Deposited | 01 Oct 2021 |
https://acuresearchbank.acu.edu.au/item/8wwqx/the-practices-architectures-of-pedagogy-conceptualising-the-convergences-between-sociality-dialogue-ontology-and-temporarily-in-teaching-practices
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Publisher's version
OA_Edwards-Groves_2018_The_practices_architectures_of_pedagogy_Conceptualising.pdf | |
License: CC BY 3.0 | |
File access level: Open |
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