| 1. |
- 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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| 2. |
- 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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| 3. |
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Pedagogy, education, and praxis in critical times
- 2020
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Samlingsverk (redaktörskap) (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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| 4. |
- Sjølie, Ela, et al.
(författare)
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Learning of academics in the time of the coronavirus
- 2020
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Ingår i: Journal of Praxis in Higher Education. - Borås, Sweden : Högskolan i Borås, Petra Angervall. - 2003-3605. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.
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