A Practice Theory Perspective on Learning: Beyond a 'Standard' View

Autor/in	Kemmis, Stephen
Titel	A Practice Theory Perspective on Learning: Beyond a 'Standard' View
Quelle	In: Studies in Continuing Education, 43 (2021) 3, S.280-295 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2021.1920384
Schlagwörter	Theories; Praxis; Learning; World Views + Suchen Sie Ihr Suchwort? Theory; Theorie; Lernen; World view; Weltanschauung
Abstract	In this essay, I explore a disagreement with my friend Theodore (Ted) Schatzki about learning. Specifically, the dispute is between views of learning presented in the (2017) book edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy, "Practice Theory Perspectives on Pedagogy and Education: Praxis, diversity, and contestation," specifically Schatzki's 'Chapter 2: Practices and learning' and Kemmis, Edwards-Groves, Lloyd, Grootenboer, Hardy and Wilkinson 'Chapter 3: Learning as being 'stirred in' to practices'. Schatzki thinks practice theory can accept the 'standard' view of learning as the acquisition of knowledge. I aim to secure an alternative view: that practice theory offers a different conception of learning as happening in "the reproduction (with variation) and transformation of practices," and "the production of new practices" -- but the argument also leads me to conclude that learning itself is not a practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01