1,721,009 research outputs found
Learning as being ‘stirred in’ to practices
No full textThis chapter provides a ‘societist’ (Schatzki in Philos Soc Sci 33(2):174–202, 2003) account of ‘learning’ using the theory of ‘practice architectures’ (Kemmis and Grootenboer in Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. Enabling praxis: Challenges for education. Sense, Rotterdam, pp. 37–62, 2008; Kemmis et al. in Changing education, changing practices. Springer Education, Singapore, 2014). Drawing on observations of classrooms, schools and a school district, the authors argue, first, that people ‘learn’ practices , not only ‘knowledge ’, ‘concepts’ or ‘values’, for example. They suggest that learning a practice entails entering—joining in—the projects and the kinds of sayings , doings and relatings characteristic of different practices. The metaphor that learning involves being ‘stirred in’ to practices conveys the motion and dynamism of becoming a practitioner of a practice of one kind of another, like learning or teaching. Being stirred into practices suggests an account of ‘learning’ that elucidates the process, activity and sociality of learning as a practice.No Full Tex
Practice theory and policy: Redesigning 'Quality' teacher education in Australia
No full textThis chapter draws upon recent reforms in teacher education policy in Australia to exemplify the richness of Stephen Kemmis’ work on practice theory. Specifically, I elaborate how Kemmis’ notion of practice as constituting particular actions (‘doing’), discourses (‘Sayings’), and relationships (‘relatings’), and as influenced by and influencing the particular conditions-‘practice architectures’-for practice, provides a particularly useful conceptual apparatus for making sense of how initial teacher education policy is currently understood and promoted by the Australian federal government. The chapter draws upon part of the ‘Students First’ policy ensemble in Australia-the principal policy for schooling in Australia. The chapter argues that even as the action of promoting particular discourses around ‘quality’ teacher education practices within this initiative seems instinctively sensible, closer scrutiny of this policy ensemble reveals evidence of more reductive conceptions of what constitutes productive teacher learning. Focusing in particular upon the Australian Government commissioned Action Now: Classroom Ready Teacher policy artefact, and the federal government’s response, the chapter reveals that rather than cultivating a more site-based, praxis-oriented conception of teachers’ initial education, this policy, and its associated policy artefacts, and the broader policy and political milieu in which the policy was generated, privilege more generic, standardized conceptions of initial teachers’ learning. Through the example of this particular policy initiative, the chapter seeks to honour Kemmis’ work by revealing the power of his concepts for not only critiquing but also suggesting how schooling might be done differently. The chapter also seeks to position Kemmis’ recent work within the broader programme of research that has characterized his own lived experience
Pedagogy Education Praxis Network (PEP): International Research Program
No full textStephen Kemmis, Karin Rönnerman, Christine Edwards Groves At a time in history in which the aspirations for transforming the conditions for education are being pressured by a “performative audit culture” (Comber & Nixon, 2011, p. 168), educators across the globe have become increasingly locked into regimes of standardisation, managerialism, accountability and performativity. The Pedagogy, Education and Praxis (PEP) network is a grassroots organisation that emerged in response to these contemporary conditions. The PEP network is comprised of an international community of scholars who regularly meet in a range of forums to engage in dialogues and research aiming to study the conditions that enable and constrain the conduct and development of educational practice. These dialogues have extended for more than a decade (2005-2015), allowing PEP researchers to engage with one another across intellectual, educational, cultural and social traditions; and as a collective, challenge the bureaucratization and de-professionalization of education eroding the moral, social and political commitments that inform educational practice in the countries involved. Our work is motivated by a resolve to improve practice through local action research initiatives and trans-national collaborations as “resources for action and hope” (Smith, Edwards-Groves, & Brennan-Kemmis, 2010, p. 7) that contribute to local site based education development in our own countries and work contexts
Educational practice as praxis: understanding and challenging neoliberal conditions in university settings
No full textThis chapter explores the nature of current higher education practices in the context of broader neoliberal conditions, and how these conditions can be challenged. Specifically, the chapter draws upon neo-Aristotelian theorizing to help make sense of these practices, and as an alternative to neoliberalism to guide educators’ work and learning. The project explores the value of these concepts through research into tertiary teaching practices in an Australian university. The chapter argues for a praxis-oriented approach to educational practice as a challenge to more neoliberal influences, and seeks to reveal how more neoliberal and praxis-oriented positions coexist in both policy and practice. The research reveals how the conditions for practice in the university, as evident in key policies for university teaching, act as ‘practice architectures’ for the practices which subsequently develop, and also provides insights into how these conditions might be better managed for more educative purposes
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Knowing Pedagogical Dialogues for Learning: Establishing a Repertoire of Classroom Interaction Practices as Core Teaching Practice
No full textTeaching and Learning as Social Interaction: Salience and Relevance in Classroom Lesson Practices
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