| 1. |
- Edwards-Groves, Christine, et al.
(författare)
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Leading as shared transformative educational practice
- 2020
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Ingår i: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 117-140-
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Bokkapitel (refereegranskat)abstract
- This chapter examines the practices of leading, as an important facet of the extended professional work and experience of educators. It employs a site ontological lens to examine the duality of leading in and for education. The chapter conceptualises leading as a co-constructed, socially situated practice, and focuses on the “happeningness” of leadership, making the actual practices of leading its main emphasis. In particular, questions about the nature and particularity of professional practice as it is enmeshed in different local, national, and international education sites are explored. In so doing, it addresses the following question in relation to leading, that is, how, in different national contexts, is good professional practice (“praxis”) being understood and experienced by teachers, and educators, more broadly? By drawing on the theory of practice architectures, the chapter explores (1) leading as a practice, (2) leading from, within, and beyond the middle, and (3) leading as a democratic practice. Analysis of these interrelated elements aims to contribute to a broader inquiry concerned with understanding, practising, and changing educational leadership by establishing the dynamism of leading as a practice for orchestrating conditions that enable shared educational transformations. The chapter concludes by reorienting leading as being a shared transformative educational practice.
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| 2. |
- Kaukko, Mervi, et al.
(författare)
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Education for a world worth living in
- 2020
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Ingår i: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 1-13-
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Bokkapitel (refereegranskat)abstract
- In a rapidly changing world, education is vital for humankind and for the world itself. Education is a contested space. This chapter takes a view of education as being for the good for each person and for the good for humankind. The five broad questions that the book explores are outlined in this chapter, as are key concepts addressed throughout the book, including pedagogy, education, bildung, practice, and praxis. We also briefly introduce the theory of practice architectures. The chapter concludes by providing an introduction to the chapters in the rest of the book.
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| 3. |
- Kaukko, Mervi, et al.
(författare)
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Research that Facilitates Praxis and Praxis Development
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. - Singapore : Springer Publishing Company. - 9789811569258 - 9789811569265 ; , s. 39-63
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Bokkapitel (refereegranskat)abstract
- This chapter draws on an integrative literature review of the corpus of Pedagogy, Education and Praxis (PEP) publications between 2008 and 2018, examining research conducted in and for praxis, that is, research that helps us to understand and facilitate praxis. The chapter maps some of the central foundations that cut across educational research facilitating praxis and praxis development, including the theory of practice architectures and educational action research. It also touches upon approaches that, despite their connections with praxis, appear to be less common. The chapter also deliberates on the conditions under which research in and for praxis might be conducted, and by whom, in different educational settings and national contexts. The findings show that research in and for praxis is possible via multiple approaches and various positionalities, as long as the aim is to go beyond understanding praxis into realising its possibilities in actual educational sites. These multiple approaches include “insider”, “outsider”, and “in-between” researcher locations. Overall, our review reveals that the rich and varied works on, with, and for praxis discussed in the chapter can provide a powerful armoury with which to speak back to increasingly homogenised and homogenising research approaches in education. It also suggests that the emergence of new ideas and less dominant theories has the potential to further facilitate the (re)imagining of new possibilities for research/praxis development.
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| 4. |
- Kemmis, Stephen, et al.
(författare)
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Teaching as pedagogical praxis
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. Mahon, K., Edwards-Groves, C., Francisco, S., Kaukko, M., Kemmis, S., Petrie, K. (Eds.). - Singapore : Springer. - 9789811569258 - 9789811569289 - 9789811569265 ; , s. 85-116
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Bokkapitel (refereegranskat)abstract
- This chapter reports findings of research into the practice of teaching conducted by members of the Pedagogy, Education and Praxis The (PEP) international research network, much of it using the theory of practice architectures as an analytical framework. Examples of teaching practices are given across education sectors from early childhood education and care, to primary and secondary schooling, to vocational education and training, and university education, as well as from community education. The theory allows us to see different kinds of teaching practices as they unfold in intersubjective space (semantic space, physical space-time, and social space) to engage learners in different ways and to produce different kinds of opportunities for learning. Much of the research on teaching presented in this chapter used close interaction analysis to show how teaching practices unfold in synchrony with learning practices, to give new insights into the interconnected ways learning drives teaching while teaching (also) drives learning. The chapter also suggests that, in many cases, teachers' teaching and students' learning are jointly necessary parts of a combined pedagogical practice.
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| 5. |
- Mahon, Kathleen, 1966-, et al.
(författare)
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What is educational praxis?
- 2020
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Ingår i: <em>Pedagogy, education, and praxis in critical times</em>. - Singapore : Springer. - 9789811569258 - 9789811569265 ; , s. 15-38-
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Bokkapitel (refereegranskat)abstract
- This chapter explores the question “What is educational praxis?” based on a review of theoretical and empirical research undertaken by the Pedagogy, Education and Praxis (PEP) international research network over the past decade. A book series produced by the network in 2008 explored this very question in relation to a range of educational sites and national contexts. Six key themes emerging from this work were outlined in the first of the books in the series, Enabling Praxis: Challenges for Education. In short, the themes concerned agents and agency; particularity; connectedness; history; morality and justice; and praxis as doing (Kemmis and Smith in Enabling praxis: challenges for education. Sense, Rotterdam, Netherlands, 2008b). Using these six themes as a point of departure, we present a view of educational praxis as a kind of educational practice that is informed, reflective, self-consciously moral and political, and oriented towards making positive educational and societal change; it is context-dependent and can therefore take many forms. We also explore the forming, self-forming, and transforming nature of educational praxis and explain its relevance at a time when instrumental, managerialist, and neoliberal rationalities continue to dominate global and local education narratives.
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| 6. |
- Hardy, Ian, et al.
(författare)
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Critiquing and Cultivating the Conditions for Educational Praxis and Praxis Development.
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. - Singapore : Springer. - 9789811569258 ; , s. 65-84
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Bokkapitel (refereegranskat)abstract
- This book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced. Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.
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| 7. |
- Olin, Anette, 1967, et al.
(författare)
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Collaborative Professional Learning for Changing Educational Practices
- 2020
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Ingår i: Pedagogy, Education, and Praxis in Critical Times. Mahon K., Edwards-Groves C., Francisco S., Kaukko M., Kemmis S., Petrie K. (eds). - Singapore : Springer. - 9789811569258 ; , s. 141-162
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter explores professional learning and professional development of teachers, principals and other educators. It initially identifies our understanding of the terms professional learning and professional development and various national political ideologies and policies that have influenced the work in this area. In particular, the chapter explores some key themes that researchers in the PEP network have addressed related to professional learning and development. Firstly, we explore three broad themes: action research for professional learning, professional learning for social justice, and leading for learning. Secondly, we examine more specific themes of professional learning at different stages of a teacher’s career. The concepts of praxis and bildung are highlighted as important understandings that guide our work. The chapter discusses the contribution that this research makes to the professional learning and professional development literature more broadly and concludes with a reflection on what we have achieved. We also present a composite theoretical framework for understanding professional learning as praxis development.
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