Abstract
This chapter provides a detailed overview of contemporary sociomaterial and practice-based approaches, focusing in particular on their implications for conceiving workplace learning. It lays the theoretical foundations for the analysis and arguments developed in Parts II and III. It sets out an ontological position, and key concepts that are not so much applied in the subsequent empirical work, but tangled up in it (including in the approach to ethnographic fieldwork. These foundations are set in a broader context, namely sociomaterial approaches. The way in which contemporary theorists are ‘rethinking the thing’ is highlighted, based on performative, diffractive and non-representational ontologies. The ‘practice turn’ is located within these wider, diverse, traditions, and Schatzki’s practice theory is presented as an overarching framework for this book. Next, research on workplace learning is considered, highlighting the metaphor of emergence and its links to concepts of knowledge . Here Gherardi and others’ practice-based studies are significant, emphasising knowing in practice and aesthetics. The chapter then shifts gear introducing the key arguments that are developed in the remainder of the book. Times, spaces, bodies and things are introduced as four essential dimensions of professional practice and learning, and then a distinctive view of professional learning in an asymmetrical and non-reversible relationship with practice is presented. Learning and practice are viewed as entangled, but analytically distinguishable, and criteria for specifying this distinction are presented.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
I am borrowing on Baradian ideas and vocabulary here, appropriating them significantly.
- 2.
- 3.
To be fair to Caldwell I should acknowledge that he is critical of Schatzki’s turn away from language.
- 4.
- 5.
This work builds on Hager et al.’s (2012) description of five threads.
- 6.
Note the difference here between Schatzki’s use of the term ‘activity’ and the meaning of the term within Cultural Historical Activity Theory (CHAT), where ‘activity’ refers to collective, object-oriented efforts.
- 7.
Interestingly, Gherardi and Perrota (2014) make a similar point relating to professional becoming as ongoing; they draw on a different notion of knowing, and place greater emphasis on tensions and contradictions.
- 8.
Key concepts include Schatzki’s take-up of Heidegger’s thrownness and projection; however these are not so crucial in my subsequent analysis, so I gloss over them here.
- 9.
I also join many in a move away from notions of the body as a discursive construction or product of discourse.
- 10.
Reference is also made to a ‘relational turn’: “a theoretical orientation where actors and the dynamic processes of change and development engendered by their relations are central units of analysis” (Boggs and Rantisi 2003, p. 109). This has parallels with the emphasis on relations, assemblages, and emergence in sociomaterial and practice theoretical perspectives.
- 11.
Imagine a ribbon, one side of which represents ‘mind’, the other ‘body’. One could join them as a simple loop and keep them apart, even if they share the same fabric. The Möbius goes one step further: before joining two ends of the ribbon, one is flipped over. Thus a creature crawling along the ribbon will traverse all of both sides and arrive back at the start, without ever crossing a boundary between the two. Thus we can conceive mind and body as sharing the same fabric, distinct and yet impossible to tease apart fully, resisting any position or moment where one applies and the other does not.
- 12.
For example in forms of practical and general understandings, through which, Schatzki suggests, practices hang together.
- 13.
See Nicolini (2012) for an excellent account of CHAT within a broader practice theory approach to studies of work and organisation, and the role of Marxist philosophy in the twentieth century return to practice.
- 14.
In particular, Edwards (2012) notes the idea that motives are neither internal nor only in practices, but arise in people’s engagements in practices—to me this is echoed in Schatzki’s notions of teleoaffective structures and the relationships between practices and activity; secondly Edwards notes Leont’ev’s view, building on Marx, that practice and cognition mutually arise through and constrain each other.
- 15.
See also Fenwick (2006)’s discussion of practice-based conceptualisations of learning.
References
Aberton, H. (2012a). Material enactments of identities and learning in everyday community practices: Implications for pedagogy. Pedagogy, Culture and Society, 20(1), 113–136. doi:10.1080/14681366.2012.649418
Aberton, H. (2012b, 9–11 May). Paramedic practices. Not just a ride to the hospital for mental health patients: Change, materialities, and becoming professional. Paper presented at the ProPEL International Conference—Professions and professional learning in troubling times: Emerging practices and transgressive knowledges, Stirling.
Acker, J. (1990). Hierarchies, jobs, bodies: A theory of gendered organizations. Gender and Society, 4(2), 139–158. doi:10.1177/089124390004002002
Ahmed, S. (2004). Affective economies. Social Text 79, 22(2), 117–139. doi:10.1215/01642472-22-2_79-117
Antonacopoulou, E. P. (2008). On the practise of practice: in-tensions and ex-tensions in the ongoing reconfiguration of practices. In D. Barry & H. Hansen (Eds.), The SAGE handbook of new approaches in management and organization (pp. 112-131). London: Sage.
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of Women in Culture and Society, 28(3), 801–831. doi: 10.1086/345321
Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. London: Duke University Press.
Barad, K. (2013). Ma(r)king time: material entanglements and re-memberings: Cutting together-apart. In P. Carlile, D. Nicolini, A. Langley, & H. Tsoukas (Eds.), How matter matters: Objects, artifacts and materiality in organization studies (pp. 16–31). Oxford: Oxford University Press.
Barnacle, R. (2009). Gut instinct: The body and learning. Educational Philosophy and Theory, 41(1), 22–33. doi:10.1111/j.1469-5812.2008.00473.x
Billett, S. (1998). Constructing vocational knowledge: Situations and other social sources. Journal of Education and Work, 11(3), 255–273. doi:10.1080/1363908980110303
Billett, S. (2006). Relational interdependence between social and individual agency in work and working life. Mind, Culture and Activity, 13(1), 53–69. doi:10.1207/s15327884mca1301_5
Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute. Mind, Culture and Activity, 16, 32–47. doi:10.1080/10749030802477317
Billett, S. (2010a). Learning through practice: Models, traditions, orientations and approaches. Dordrecht: Springer.
Billett, S. (2010b). Work, subjectivity and learning. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 1–20). Dordrecht: Springer.
Billett, S. (2011). Subjectivity, self and personal agency in learning through and for work. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The SAGE handbook of workplace learning (pp. 60–72). London: Sage.
Billett, S. (2014). Mimetic learning at work: Learning through and across professional working lives. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of researching professional and practice-based learning (pp. 887–909). Dordrecht: Springer.
Billett, S., Harteis, C., & Gruber, H. (Eds.). (2014). International handbook of researching professional and practice-based learning. Dordrecht: Springer.
Billett, S., & Smith, R. (2010). Personal agency and epistemology at work. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 141–156). Dordrecht: Springer.
Billett, S., & Smith, R. (2014). Learning in the circumstances of professional practice. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of researching professional and practice-based learning (pp. 733–757). Dordrecht: Springer.
Billett, S., Smith, R., & Barker, M. (2005). Understanding work, learning and the remaking of cultural practices. Studies in Continuing Education, 27(3), 219–237. doi:10.1080/01580370500376564
Billett, S., & Somerville, M. (2004). Transformations at work: Identity and learning. Studies in Continuing Education, 26(2), 309–326. doi:10.1080/158037042000225272
Blackler, F. (1993). Knowledge and the theory of organizations: Organizations as activity systems and the reframing of management. Journal of Management Studies, 30(6), 863–884. doi:10.1111/j.1467-6486.1993.tb00470.x
Blackler, F. (1995). Knowledge, knowledge work and organizations: An overview and interpretation. Organization Studies, 16(6), 1021–1046. doi:10.1177/017084069501600605
Boggs, J. S., & Rantisi, N. M. (2003). The ‘relational turn’ in economic geography. Journal of Economic Geography, 3(2), 109–116. doi:10.1093/jeg/3.2.109
Boreham, N., & Morgan, C. (2004). A sociocultural analysis of organisational learning. Oxford Review of Education, 30(3), 307–325. doi:10.1080/0305498042000260467
Boyer, D. (2005). The corporeality of expertise. Ethnos, 70(2), 243–266. doi:10.1080/00141840500141345
Bruni, A. (2005). Shadowing software and clinical records: On the ethnography of non-humans and heterogeneous contexts. Organization, 12(3), 357–378. doi:10.1177/1350508405051272
Bruni, A., Gherardi, S., & Lucia Parolin, L. (2007). Knowing in a system of fragmented knowledge. Mind, Culture and Activity, 14(1–2), 83–102. doi:10.1080/10749030701307754
Butler, J. (1993). Bodies that matter: On the discursive limits of ‘sex’. London: Routledge.
Cairns, L., & Malloch, M. (2011). Theories of work, place and learning: new directions. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The SAGE handbook of workplace learning (pp. 3–16). London: Sage.
Caldwell, R. (2012). Reclaiming agency, recovering change? An exploration of the practice theory of Theodore Schatzki. Journal for the Theory of Social Behaviour, 42(3), 284–303. doi:10.1111/j.1468-5914.2012.00490.x
Carlile, P., Nicolini, D., Langley, A., & Tsoukas, H. (2013a). How matter matters: Objects, artifacts and materiality in organization studies—introducing the third volume of ‘Perspectives on organization studies’. In P. Carlile, D. Nicolini, A. Langley, & H. Tsoukas (Eds.), How matter matters: Objects, artifacts and materiality in organization studies (pp. 1–15). Oxford: Oxford University Press.
Carlile, P., Nicolini, D., Langley, A., & Tsoukas, H. (Eds.). (2013b). How matter matters: Objects, artifacts and materiality in organization studies. Oxford: Oxford University Press.
Clegg, S. (2012). On the problem of theorising: an insider account of research practice. Higher Education Research & Development, 31(3), 407–418. doi:10.1080/07294360.2011.634379
Cooren, F., Fox, S., Robichaud, D., & Talih, N. (2005). Arguments for a plurified view of the social world: Spacing and timing as hybrid achievements. Time and Society, 14(2/3), 265–282. doi:10.1177/0961463X05055138
Corradi, G., Gherardi, S., & Verzelloni, L. (2010). Through the practice lens: where is the bandwagon of practice-based studies heading? Management Learning, 41(3), 265–283. doi:10.1177/1350507609356938
Dale, K. (2001). Anatomising embodiment and organisation theory. New York: Palgrave.
Davis, H., & Day, C. (2010). Working in partnership: The family partnership model. London: Pearson.
Day, C., Ellis, M., & Harris, L. (2015). Family Partnership Model reflective practice handbook. London: Centre for Parent and Child Support for South London and Maudsley NHS Foundation Trust and King’s College London.
Dreyfus, H., & Dreyfus, S. (1988). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press.
Dreyfus, H. L., & Dreyfus, S. E. (1999). The challenge of Merleau-Ponty’s phenomenology of embodiment for cognitive science. In G. Weiss & H. Fern Haber (Eds.), Perspectives on embodiment: The intersections of nature and culture (pp. 103–120). London: Routledge.
Edwards, A. (2000). Looking at action research through lenses of sociocultural psychology and activity theory. Educational Action Research, 8(1), 195–204. doi:10.1080/09650790000200104
Edwards, A. (2005a). Let’s get beyond community and practice: The many meanings of learning by participating. The Curriculum Journal, 16(1), 49–65. doi:10.1080/0958517042000336809
Edwards, A. (2005b). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182. doi:10.1016/j.ijer.2006.06.010
Edwards, A. (2009). Agency and activity theory: From the systemic to the relational. In A. Sannino, H. Daniels, & K. Guttierez (Eds.), Learning and expanding with activity theory (pp. 197–211). Cambridge: Cambridge University Press.
Edwards, A. (2010). Being an expert practitioner: The relational turn in expertise. Dordrecht: Springer.
Edwards, A. (2012). The role of common knowledge in achieving collaboration across practices. Learning, Culture and Social Interaction, 1, 22–32. doi:10.1016/j.lcsi.2012.03.003
Edwards, A., & D’Arcy, C. (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56(2), 147–155. doi:10.1080/0031910410001693236
Edwards, A., & Daniels, H. (2012). The knowledge that matters in professional practices. Journal of Education and Work, 25(1), 39–58. doi:10.1080/13639080.2012.644904
Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J., & Warmington, P. (2009). Improving inter-professional collaborations: Multi-agency working for children’s wellbeing. London: Routledge.
Edwards, A., Lunt, I., & Stamou, E. (2010). Inter-professional work and expertise: New roles at the boundaries of schools. British Educational Research Journal, 36(1), 27–45. doi:10.1080/01411920902834134
Ellingson, L. L. (2006). Embodied knowledge: Writing researchers’ bodies into qualitative health research. Qualitative Health Research, 16(2), 298–310. doi:10.1177/1049732305281944
Ellingson, L. L. (2015). Embodied practices in dialysis care: On (para)professional work. In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education: Body/practice (pp. 173–189). Dordrecht: Springer.
Engeström, Y. (1999). Learning by expanding (German ed.). Marburg: BdWi-Verlag.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14(1), 133–156. doi:10.1080/13639080020028747
Engeström, Y. (2005). Knotworking to create collaborative intentionality capital in fluid organisational fields. In M. M. Beyerlein, S. Beyerlein, & F. Kennedy (Eds.), Collaborative capital: Creating intangible value (Advances in interdisciplinary studies of work teams, volume 11) (pp. 307–336). Oxford: Elsevier.
Engeström, Y. (2007). Enriching the theory of expansive learning: Lessons from journeys toward co-configuration. Mind, Culture and Activity, 14(1/2), 23–39.
Engeström, Y. (2011). Activity theory and learning at work. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The SAGE handbook of workplace learning (pp. 86–104). London: Sage.
Engeström, Y., Miettinen, R., & Punamaki, R.-L. (Eds.). (1999). Perspectives on activity theory. Cambridge: Cambridge University Press.
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113–136. doi:10.1348/000709900158001
Eraut, M. (2004a). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247–273. doi:10.1080/158037042000225245
Eraut, M. (2004b). Transfer of knowledge between education and workplace settings. In H. Rainbird, A. Fuller, & A. Munro (Eds.), Workplace learning in context (pp. 210–221). London: Routledge.
Eraut, M. (2007a). Early career learning at work and its implications for universities. Student Learning and University Teaching, BJEP Monograph Series, 11(4), 113–133.
Eraut, M. (2007b). Learning from other people in the workplace. Oxford Review of Education, 33(4), 403–422. doi:10.1080/03054980701425706
Fenwick, T. (2006). Toward enriched conceptions of work learning: Participation, expansion, and translation among individuals with/in activity. Human Resource Development Review, 5(3), 285–302. doi:10.1177/1534484306290105
Fenwick, T. (2008). Understanding relations of individual-collective learning in work: A review of research. Management Learning, 39(3), 227–243. doi:10.1177/1350507608090875
Fenwick, T. (2010a). Escaping/becoming subjects: learning to work the boundaries in boundaryless work. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 21–36). Dordrecht: Springer.
Fenwick, T. (2010b). Rethinking the thing: Sociomaterial approaches to understanding and researching learning in work. Journal of Workplace Learning, 22(1), 104–116. doi:10.1108/13665621011012898
Fenwick, T. (2012a). Coproduction in practice: A sociomaterial analysis. Professions and Professionalism, 2(2). doi:10.7577/pp/v2i1.323
Fenwick, T. (2012b). Matter-ings of knowing and doing: Sociomaterial approaches to understanding practice. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 67–83). Dordrecht: Springer.
Fenwick, T., & Edwards, R. (2010). Actor-network theory in education. London: Routledge.
Fenwick, T., & Edwards, R. (Eds.). (2012). Researching education through actor-network theory. Oxford: Wiley-Blackwell.
Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the sociomaterial. London: Routledge.
Fenwick, T., & Landri, P. (2012). Materialities, textures and pedagogies: Socio-material assemblages in education. Pedagogy, Culture and Society, 20(1), 1–7. doi:10.1080/14681366.2012.649421
Fenwick, T., Nerland, M., & Jensen, K. (2012). Sociomaterial approaches to conceptualising professional learning and practice. Journal of Education and Work, 25(1), 1–13. doi:10.1080/13639080.2012.644901
Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge: Cambridge University Press.
Fowler, C., Dunston, R., Lee, A., Rossiter, C., & McKenzie, J. (2012a). Reciprocal learning in partnership practice: An exploratory study of a home visiting program for mothers with depression. Studies in Continuing Education, 34(2), 99–112. doi:10.1080/0158037X.2011.611800
Fowler, C., & Lee, A. (2007). Knowing how to know: questioning ‘knowledge transfer’ as a model for knowing and learning in health. Studies in Continuing Education, 29(2), 181–193. doi:10.1080/01580370701403399
Fowler, C., Rossiter, C., Bigsby, M., Hopwood, N., Lee, A., & Dunston, R. (2012b). Working in partnership with parents: The experience and challenge of practice innovation in child and family health nursing. Journal of Clinical Nursing, 21(21–22), 3306–3314. doi:10.1111/j.1365-2702.2012.04270.x
Fuller, A., Hodkinson, H., Hodkinson, P., & Unwin, L. (2005). Learning as peripheral participation in communities of practice: A reassessment of key concepts in workplace learning. British Educational Research Journal, 31(1), 49–68. doi:10.1080/0141192052000310029
Fuller, A., & Unwin, L. (2003). Learning as apprentices in the contemporary UK workplace: Creating and managing expansive and restrictive participation. Journal of Education and Work, 16(4), 407–426. doi:10.1080/1363908032000093012
Fuller, A., & Unwin, L. (2011). Workplace learning and the organization. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The SAGE handbook of workplace learning (pp. 46–59). London: Sage.
Fuller, A., Unwin, L., Felstead, A., Jewson, N., & Konstantinos, K. (2007). Creating and using knowledge: An analysis of the differentiated nature of workplace learning environments. British Educational Research Journal, 33(5), 743–759. doi:10.1080/01411920701582397
Gherardi, S. (1995). When will he say: “Today the plates are soft”? The management of ambiguity and situated decision-making Studies in Cultures, Organizations and Societies, 1(1), 9–27. doi:10.1080/10245289508523443
Gherardi, S. (2000a). Practice-based theorizing on learning and knowing in organizations. Organization, 7(2), 211–223. doi:10.1177/135050840072001
Gherardi, S. (2000b). Where learning is: Metaphors and situated learning in a planning group. Human Relations, 53(8), 1057–1080.
Gherardi, S. (2001). From organizational learning to practice-based knowing. Human Relations, 54(1), 131–139. doi:10.1177/0018726701541016
Gherardi, S. (2006). Organizational knowledge: The texture of workplace learning. Oxford: Blackwell.
Gherardi, S. (2008). Situated knowledge and situated action: What do practice-based studies promise? In D. Barry & H. Hansen (Eds.), The SAGE handbook of new approaches in management and organization (pp. 516–525). London: Sage.
Gherardi, S. (2009a). Introduction: The critical power of the practice lens. Management Learning, 40(2), 115–128. doi:10.1177/1350507608101225
Gherardi, S. (2009b). Knowing and learning in practice-based studies: An introduction. The Learning Organization, 16(5), 352–359. doi:10.1108/0969470910974144
Gherardi, S. (2009c). Practice? It’s a matter of taste! Management Learning, 40(5), 535–550. doi:10.1177/1350507609340812
Gherardi, S. (2012a). How to conduct a practice-based study. Cheltenham: Edward Elgar.
Gherardi, S. (2012b). Why do practices change and why do they persist? Models of explanations. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 217–231). Dordrecht: Springer.
Gherardi, S., & Landri, P. (2014). ‘I sign, therefore I am’: (Un)stable traces of professional knowledge, practice and identity. Professions and Professionalism, 4(2). doi:10.7577/pp.618
Gherardi, S., & Nicolini, D. (2000). To transfer is to transform: The circulation of safety knowledge. Organization, 7(2), 329–348. doi:10.1177/135050840072008
Gherardi, S., & Nicolini, D. (2002). Learning in a constellation of interconnected practices: canon or dissonance? Journal of Management Studies, 39(4), 419–436. doi:10.1111/1467-6486.t01-1-00298
Gherardi, S., Nicolini, D., & Strati, A. (2007). The passion for knowing. Organization, 14(3), 315–329. doi:10.1177/1350508407076146
Gherardi, S., & Perrotta, M. (2014). Becoming a practitioner: Professional learning as a social practice. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of researching professional and practice-based learning (pp. 139–162). Dordrecht: Springer.
Gherardi, S., & Strati, A. (1988). The temporal dimension in organizational studies. Organization Studies, 9(2), 149–164. doi:10.1177/017084068800900201
Gherardi, S., & Strati, A. (2012). Introduction. In S. Gherardi & A. Strati (Eds.), Learning and knowing in practice-based studies (pp. ix–xiii). Cheltenham: Edward Elgar.
Goodwin, D. (2007). Upsetting the order of teamwork: Is ‘the same way every time’ a good aspiration? Sociology, 41(2), 259–275. doi:10.1177/00380385070749
Green, B. (2009a). Introduction: understanding and researching professional practice. In B. Green (Ed.), Understanding and researching professional practice (pp. 1–18). Rotterdam: Sense Publishers.
Green, B. (2009b). The primacy of practice and the problem of representation. In B. Green (Ed.), Understanding and researching professional practice (pp. 39–54). Rotterdam: Sense Publishers.
Green, B. (2015). Thinking bodies: Practice theory, Deleuze, and professional education. In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education: Body/practice (pp. 121–136). Dordrecht: Springer.
Green, B. (Ed.). (2009c). Understanding and researching professional practice. Rotterdam: Sense Publishers.
Green, B., & Hopwood, N. (2015a). The body in professional practice, learning and education: A question of corporeality? In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education: Body/practice (pp. 15–33). Dordrecht: Springer.
Green, B., & Hopwood, N. (2015b). Introduction. In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education: Body/practice (pp. 3–14). Dordrecht: Springer.
Green, B., & Hopwood, N. (Eds.). (2015c). The body in professional practice, learning and education: Body/practice. Dordrecht: Springer.
Grosz, E. (1994). Volatile bodies: Toward a corporeal feminism. Bloomington: Indiana University Press.
Guile, D. (2012). Inter-professional working and learning: ‘recontextualising’ lessons from ‘project work’ for programmes of initial professional formation. Journal of Education and Work, 25(1), 79–99. doi:10.1080/13639080.2012.644908
Guile, D. (2014). Professional knowledge and professional practice as continuous recontextualisation: a social practice perspective. In M. Young & J. Muller (Eds.), Knowledge, expertise and the professions (pp. 78-92). Abingdon: Routledge.
Guile, D., & Young, M. (1998). Apprenticeship as a conceptual basis for a social theory of learning. Journal of Vocational Education and Training, 50(2), 173–193.
Hager, P. (2011). Theories of workplace learning. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The SAGE handbook of workplace learning (pp. 17–31). London: Sage.
Hager, P. (2012). Theories of practice and their connections with learning: a continuum of more and less inclusive accounts. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 17–32). Dordrecht: Springer.
Hager, P. (2013). Not just another brick in the wall: Response by Paul Hager. Educational Philosophy and Theory, 45(12), 1307–1316. doi:10.1080/00131857.2013.764048
Hager, P., Lee, A., & Reich, A. (2012a). Preface: Practice, learning and change. In P. Hager, A. Lee & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. ix–xiii). Dordrecht: Springer.
Hager, P., Lee, A., & Reich, A. (2012b). Problematising practice, reconceptualising learning, imagining change. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 1–14). Dordrecht: Springer.
Hager, P., Lee, A., & Reich, A. (Eds.). (2012c). Practice, learning and change: Practice-theory perspectives on professional learning. Dordrecht: Springer.
Hancock, P., Hughes, B., Jagger, E., Paterson, K., Russell, R., Tulle-Winton, E., & Tyler, M. (Eds.). (2000). The body, culture and society: An introduction. Maidenhead: Open University Press.
Haraway, D. J. (1991). Simians, cyborgs, and women: The reinvention of nature. London: Free Association Books.
Haynes, K. (2008). (Re)Figuring accounting and maternal bodies: The gendered embodiment of accounting professionals. Accounting, Organizations and Society, 33, 328–348. doi:10.1016/j.aos.2007.04.003
Herbert, R. H. (1978). Max Weber's elective affinities: sociology within the bounds of pure reason. American Journal of Sociology, 84, 366–385.
Hey, V. (2006). The politics of resignification: translating Judith Butler's theoretical discourse and its potential for a sociology of education. British Journal of Sociology of Education, 27(4), 439–457.
Hodkinson, P. (2005). Learning as cultural and relational: Moving past some troubling dualisms. Cambridge Journal of Education, 35(1), 107–119. doi:10.1080/0305764042000332524
Hopwood, N. (2013). Understanding partnership practice in primary health as pedagogic work: What can Vygotsky’s theory of learning offer? Australian Journal of Primary Health,. doi:10.1071/PY12141
Hopwood, N. (2014a). Four essential dimensions of workplace learning. Journal of Workplace Learning, 26(6/7), 349–363. doi:10.1108/JWL-09-2013-0069
Hopwood, N. (2014b). The rhythms of pedagogy: An ethnographic study of parenting education practices. Studies in Continuing Education, 36(2), 115–131. doi:10.1080/0158037X.2013.787983
Hopwood, N. (2014c). A sociomaterial account of partnership, signatures and accountability in practice. Professions and Professionalism, 4(2). doi:10.7577/pp.604
Hopwood, N. (2016). Expertise, learning, and agency in partnership practices in services for families with young children. In A. Edwards (Ed.), Working relationally in and across practices: cultural-historical approaches to collaboration. Cambridge: Cambridge University Press.
Hopwood, N., Abrandt Dahlgren, M., & Siwe, K. (2014). Developing professional responsibility in medicine: A sociomaterial curriculum. In T. Fenwick & M. Nerland (Eds.), Reconceptualising professional learning: Sociomaterial knowledges, practices, and responsibilities (pp. 171–183). London: Routledge.
Hopwood, N., Fowler, C., Lee, A., Rossiter, C., & Bigsby, M. (2013). Understanding partnership practice in child and family nursing through the concept of practice architectures. Nursing Inquiry, 20(3), 199–210. doi:10.1111/nin.12019
Hydle, K. M., & Breunig, K. J. (2013). Transnational project work: Practices creating knowing. International Journal of Managing Projects in Business, 6(2), 251–273. doi:10.1108/17538371311319016
Jackson, A. Y., & Mazzei, L. A. (2011). Thinking with theory in qualitative research: Viewing data across multiple perspectives. London: Routledge.
Jackson, A. Y., & Mazzei, L. A. (2013). Plugging one text into another: Thinking with theory in qualitative research. Qualitative Inquiry, 19(4), 261–271. doi:10.1177/1077800412471510
Jackson, M. (1983). Knowledge of the body. Man, 18(2), 327–345.
Jensen, C. B. (2010). Ontologies for developing things: Making health care futures through technology. Rotterdam: Sense Publishers.
Jensen, K. (2012). The desire to learn: An analysis of knowledge-seeking practices among professionals. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 165–177). Rotterdam: Sense Publishers.
Jensen, K., & Christiansen, B. (2012). New patterns for epistemic engagement in nursing. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 211–228). Rotterdam: Sense Publishers.
Jensen, K., Lahn, L. C., & Nerland, M. (2012a). Introduction—professional learning in new knowledge landscapes: a cultural perspective. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 1–24). Rotterdam: Sense Publishers.
Jensen, K., Lahn, L. C., & Nerland, M. (Eds.). (2012b). Professional learning in the knowledge society. Rotterdam: Sense Publishers.
Kemmis, S. (2005). Knowing practice: Searching for saliences. Pedagogy, Culture and Society, 13(3), 391–426. doi:10.1080/14681360500200235
Kemmis, S. (2009). Understanding professional practice: a synoptic framework. In B. Green (Ed.), Understanding and researching professional practice (pp. 19–39). Rotterdam: Sense Publishers.
Kemmis, S. (2010). What is professional practice? Recognising and respecting diversity in understandings of practice. In C. Kanes (Ed.), Elaborating professionalism: Studies in practice and theory (pp. 139–166). Dordrecht: Springer.
Kemmis, S., Edwards-Groves, C., Wilkinson, J., & Hardy, I. (2012). Ecologies of practices. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 33–49). Dordrecht: Springer.
Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–63). Rotterdam: Sense.
Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 567–605). London: Sage.
Kemmis, S., & Smith, T. J. (Eds.). (2008). Enabling praxis: Challenges for education. Rotterdam: Sense.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Bristol, L., & Grootenboer, P. (2014). Changing practices, changing education. Dordrecht: Springer.
Kinsella, A., & Pitman, A. (Eds.). (2012). Phronesis as professional knowledge: Practical wisdom in the professions. Rotterdam: Sense.
Klette, K., & Carlsten, T. C. (2012). Knowledge in teacher learning: New professional challenges. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 69–84). Rotterdam: Sense Publishers.
Klette, K., & Smeby, J.-C. (2012). Professional training and knowledge sources. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 143–162). Rotterdam: Sense Publishers.
Knorr Cetina, K. (1997). Sociality with objects: Social relations in post-social knowledge societies. Theory, Culture and Society, 14(1), 1–29. doi:10.1177/026327697014004001
Knorr Cetina, K. (1999). Epistemic cultures: How sciences make knowledge. Cambridge, MA: Harvard University Press.
Knorr Cetina, K. (2001). Objectual practice. In T. R. Schatzki, K. Knorr Cetina & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 175–188). London: Routledge.
Knorr Cetina, K., & Brueggar, U. (2002). Traders’ engagement with markets: A postsocial relationship. Theory, Culture and Society, 19(5–6), 161–185. doi:10.1177/026327602761899200
Lahn, L. C. (2012). The use of knowledge sources among novice accountants, enginers, nurses and teachers. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 109–123). Rotterdam: Sense Publishers.
Landri, P. (2007). The pragmatics of passion: A sociology of attachment to mathematics. Organization, 14(3), 407–429.
Landri, P. (2012). A re-turn to practice: Practice-based studies of education. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 85–100). Dordrecht: Springer.
Landri, P. (2013). Mobilizing ethnographer(s) in investigating technologized learning. Ethnography and Education, 8(2), 239–254. doi:10.1080/17457823.2013.792512
Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, A., Dunston, R., & Fowler, C. (2012). Seeing is believing: An embodied pedagogy of ‘doing partnership’ in child and family health. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 267–276). Dordrecht: Springer.
Lefebvre, H. (1991). The production of space (2nd ed.). Oxford: Blackwell.
Lefebvre, H. (2004). Rhythmanalysis: Space, time and everyday life. London: Continuum.
Macintyre Latta, M., & Buck, G. (2008). Enfleshing embodiment: ‘Falling into trust’ with the body’s role in teaching and learning. Educational Philosophy and Theory, 40(2), 315–329. doi:10.1111/j.1469-5812.2007.00333.x
Mäkitalo, Å. (2012). Professional learning and the materiality of social practice. Journal of Education and Work, 25(1), 59–78. doi:10.1080/13639080.2012.644905
Manidis, M., & Scheeres, H. (2012). Towards understanding workplace learning through theorising practice: At work in hospital emergency departments. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 103–118). Dordrecht: Springer.
Manidis, M., & Scheeres, H. (2013). Practising knowing: Emergence(y) teleologies. Educational Philosophy and Theory, 45(12), 1230–1251. doi:10.1080/00131857.2013.763597
Markauskaite, L., & Goodyear, P. (2014). Professional work and knowledge. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of researching professional and practice-based learning (pp. 79–106). Dordrecht: Springer.
Massey, D. (2005). For space. London: Sage.
Miettinen, R., Samra-Fredericks, D., & Yanow, D. (2009). Re-turn to practice: An introductory essay. Organization Studies, 30(12), 1309–1327. doi:10.1177/0170840609349860
Miettinen, R., & Virkkunen, J. (2005). Epistemic objects, artefacts and organizational change. Organization, 12(3), 437–456. doi:10.1177/1350508405051279
Mol, A. (2002). The body multiple: Ontology in medical practice. London: Duke University Press.
Mol, A., & Law, J. (2004). Embodied action, enacted bodies: The example of hypoglycaemia. Body and Society, 20(2–3), 43–67. doi:10.1177/1357034X04042932
Monaghan, L. F. (2002a). Embodying gender, work and organization: Solidarity, cool loyalties and contested hierarchy in a masculinist occupation. Gender, Work and Organization, 9(5), 504–536.
Monaghan, L. F. (2002b). Hard men, shop boys and others: Embodying competence in a masculinist occupation. The Sociological Review, 50(3), 334–355. doi:10.1111/1467-954X.00386
Monaghan, L. F. (2003). Danger on the doors: Bodily risk in a demonised occupation. Health, Risk and Society, 5(1), 11–31. doi:10.1080/1369857021000069814
Mulcahy, D. (2012a). Affective assemblages: Body matters in the pedagogic practices of contemporary school classrooms. Pedagogy, Culture and Society, 20(1), 9–27. doi:10.1080/14681366.2012.649413
Mulcahy, D. (2012b). Assembling the ‘accomplished’ teacher: The performativity and politics of professional teaching standards. In T. Fenwick & R. Edwards (Eds.), Researching education through actor-network theory (pp. 78–96). Oxford: Wiley-Blackwell.
Mulcahy, D. (2012c). Thinking teacher professional learning performatively: A socio-material account. Journal of Education and Work, 25(1), 121–139. doi:10.1080/13639080.2012.644910
Mulcahy, D. (2013). Turning around the question of ‘transfer’ in education: Tracing the sociomaterial. Educational Philosophy and Theory, 45(12), 1276–1289. doi:10.1080/00131857.2013.763592
Nerland, M. (2012). Professions as knowledge cultures. In K. Jensen, L. C. Lahn, & M. Nerland (Eds.), Professional learning in the knowledge society (pp. 27–48). Rotterdam: Sense Publishers.
Nerland, M., & Jensen, K. (2012). Epistemic practices and object relations in professional work. Journal of Education and Work, 25(1), 101–120. doi:10.1080/13639080.2012.644909
Nerland, M., & Jensen, K. (2014). Changing cultures of knowledge and professional learning. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of researching professional and practice-based learning (pp. 611–640). Dordrecht: Springer.
Nespor, J. (1994). Knowledge in motion: Space, time and curriculum in undergraduate physics and management. Philadelphia: Falmer Press.
Nespor, J. (1997). Tangled up in school: Politics, space, bodies, and signs in the educational process. London: Lawrence Erlbaum Associates.
Nespor, J. (2002). Studying the spatialities of schooling. Pedagogy, Culture and Society, 10(3), 483–490. doi:10.1080/14681360200200155
Nespor, J. (2012). Devices and educational change. In T. Fenwick & R. Edwards (Eds.), Researching education through actor-network theory (pp. 1–22). Oxford: Wiley-Blackwell.
Nicolini, D. (2009a). Articulating practice through the interview to the double. Management Learning, 40(2), 195–212. doi:10.1177/1350507608101230
Nicolini, D. (2009b). Zooming in and out: Studying practices by switching lenses and trailing connections. Organization Studies, 30(12), 1391–1418. doi:10.1177/0170840609349875
Nicolini, D. (2011). Practice as the site of knowing: Insights from the field of telemedicine. Organization Science, 22(3), 602–620. doi:10.1287/orsc.1100.0556
Nicolini, D. (2012). Practice theory, work, and organization: An introduction. Oxford: Oxford University Press.
Nicolini, D., Gherardi, S., & Yanow, D. (2003). Knowing in organizations: A practice-based approach. Armonk, NY: M E Sharpe.
Nicolini, D., & Roe, B. (2014). Surfacing the multiple: Diffractive methods for rethinking professional practice and knowledge. In T. Fenwick & M. Nerland (Eds.), Reconceptualising professional learning: Sociomaterial knowledges, practices, and responsibilities (pp. 67–81). London: Routledge.
Orlikowski, W. (2006). Material knowing: The scaffolding of human knowledgeability. European Journal of Information Systems, 15, 460–466. doi:10.1057/palgrave.ejis.3000639
Orlikowski, W. J. (2002). Knowing in practice: Enacting a collective capability in distributed organizing. Organization Science, 13(3), 249–273. doi:10.1287/orsc.13.3.249.2776
Orlikowski, W. J. (2007). Sociomaterial practices: Exploring technology at work. Organization Studies, 28(9), 1435–1448. doi:10.1177/0170840607081138
Orlikowski, W. J., & Scott, S. V. (2013). Knowledge eclipse: Producing sociomaterial reconfigurations in the hospitality sector. In P. Carlile, D. Nicolini, A. Langley, & H. Tsoukas (Eds.), How matter matters: Objects, artifacts and materiality in organization studies (pp. 119–141). Oxford: Oxford University Press.
Orlikowski, W. J., & Yates, J. (2002). It’s about time: Temporal structuring in organizations. Organization Science, 13(6), 684–700. doi:10.1287/orsc.13.6.684.501
Pickering, A. (1992). Science as practice and culture. Chicago: Chicago University Press.
Pickering, A. (1993). The mangle of practice: Agency and emergence in the sociology of science. American Journal of Sociology, 99(39), 559–589. doi:10.2307/2781283
Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: University of Chicago Press.
Pickering, A. (2001). Practice and posthumanism: Social theory and a history of agency. In T. R. Schatzki, K. Knorr Cetina & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 163–174). London: Routledge.
Pink, S. (2009). Doing sensory ethnography. London: Sage.
Price, O. M., Johnsson, M. C., Scheeres, H., Boud, D., & Solomon, N. (2012). Learning organizational practices that persist, perpetuate and change: A Schatzkian view. In P. Hager, A. Lee, & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. 233–247). Dordrecht: Springer.
Reckwitz, A. (2002a). The status of the ‘material’ in theories of culture: From ‘social structure’ to ‘artefacts’. Journal for the Theory of Social Behaviour, 32(2), 196–217. doi:10.1111/1468-5914.00183
Reckwitz, A. (2002b). Toward a theory of social practices: A development in culturalist theorizing. European Journal of Social Theory, 5(2), 243–263. doi:10.1177/13684310222225432
Reich, A., & Hager, P. (2014). Problematising practice, learning and change: Practice-theory perspectives on professional learning. Journal of Workplace Learning, 26(6/7), 418–431. doi:10.1108/JWL-02-2014-0016
Rouse, J. (2007). Practice Theory. Division I Faculty Publications, Paper, 43, 498–540.
Sandberg, J., & Tsoukas, H. (2011). Grasping the logic of practice: Theorizing through practical rationality. Academic of Management Review, 36(3), 338–360. doi:10.5465/AMR.2011.59330942
Sayes, E. (2014). Actor-network theory and methodology: Just what does it mean to say that nonhumans have agency? Social Studies of Science, 44(1), 134–149. doi:10.1177/0306312713511867
Schatzki, T. R. (1987). Overdue analysis of Bourdieu’s theory of practice. Inquiry, 30(1–2), 113–126. doi:10.1080/00201748708602113
Schatzki, T. R. (1990). Do social structures determine action? Midwest Studies of Philosophy, 15(1), 280–295. doi:10.1111/j.1475-4975.1990.tb00219.x
Schatzki, T. R. (1991). Elements of a Wittgensteinian philosophy of the social sciences. Synthese, 87(2), 311–329. doi:10.1007/BF00485406
Schatzki, T. R. (1993). Wittgenstein: Mind, body, and society. Journal for the Theory of Social Behaviour, 23(3), 285–313. doi:10.1111/j.1468-5914.1993.tb00242.x
Schatzki, T. R. (1996a). Practiced bodies: Subjects, genders, and minds. In T. R. Schatzki & W. Natter (Eds.), The social and political body (pp. 49–77). London: The Guildford Press.
Schatzki, T. R. (1996b). Social practices: A Wittgensteinian approach to human activity and the social. Cambridge: Cambridge University Press.
Schatzki, T. R. (1997). Practices and actions: A Wittgensteinian critique of Bourdieu and Giddens. Philosophy of the Social Sciences, 27(3), 283–308. doi:10.1177/004839319702700301
Schatzki, T. R. (2000a). The social bearing of nature. Inquiry, 43(1), 21–38. doi:10.1080/002017400321352
Schatzki, T. R. (2000b). Wittgenstein and the social context of an individual life. History of the Human Sciences, 13(1), 93–107. doi:10.1177/09526950022120629
Schatzki, T. R. (2001a). Introduction: Practice theory. In T. R. Schatzki, K. Knorr Cetina & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 1–14). London: Routledge.
Schatzki, T. R. (2001b). Practice mind-ed orders. In T. R. Schatzki, K. Knorr Cetina & E. von Savigny (Eds.), The practice turn in contemporary theory (pp. 43–55). London: Routledge.
Schatzki, T. R. (2001c). Subject, body, place. Annals of the Association of American Geographers, 91(4), 698–702. doi:10.1111/0004-5608.00268
Schatzki, T. R. (2002a). The site of the social: A philosophical account of the constitution of social life and change. University Park, PA: Pennsylvania State University Press.
Schatzki, T. R. (2002b). Social science in society. Inquiry, 45(1), 119–138. doi:10.1080/002017402753556652
Schatzki, T. R. (2003). A new societist social ontology. Philosophy of the Social Sciences, 33(2), 174–202. doi:10.1177/0048393103033002002
Schatzki, T. R. (2005). Peripheral vision: The sites of organizations. Organization Studies, 26(3), 465–484. doi:10.1177/0170840605050876
Schatzki, T. R. (2006a). On organizations as they happen. Organization Studies, 27(12), 1863–1873. doi:10.1177/0170840606071942
Schatzki, T. R. (2006b). The time of activity. Continental Philosophy Review, 39(2), 155–182. doi:10.1007/s11007-006-9026-1
Schatzki, T. R. (2007a). Introduction. Human Affairs, 17(2), 97–100. doi:10.2478/v10023-007-0009-6
Schatzki, T. R. (2007b). Martin Heidegger: Theorist of space. Stuttgart: Franz Steiner Verlag.
Schatzki, T. R. (2009). Timespace and the organization of social life. In F. Trentmann & R. Wilk (Eds.), Time, consumption and everyday life: practice, materiality and culture (pp. 35–48). New York: Berg.
Schatzki, T. R. (2010a). Materiality and social life. Nature and Culture, 5(2), 123–149. doi:10.3167/nc.2010.050202
Schatzki, T. R. (2010b). Pippin’s Hegel on action. Inquiry, 53(5), 490–505. doi:10.1080/0020174X.2010.516679
Schatzki, T. R. (2010c). The timespace of human activity: On performance, society, and history as indeterminate teleological events. Lanham, MD: Lexington.
Schatzki, T. R. (2012a). Foreword. In P. Hager, A. Lee & A. Reich (Eds.), Practice, learning and change: Practice-theory perspectives on professional learning (pp. vii–viii). Dordrecht: Springer.
Schatzki, T. R. (2012b). A primer on practices. In J. Higgs, R. Barnett, S. Billett, M. Hutchings, & F. Trede (Eds.), Practice-based education: Perspectives and strategies (pp. 13–26). Rotterdam: Sense.
Schatzki, T. R. (2012c). Temporality and the causal account of action. In J. Kiverstein & M. Wheeler (Eds.), Heidegger and cognitive science (pp. 343–364). Basingstoke: Palgrave MacMillan.
Schatzki, T. R. (2013). The edge of change: On the emergence, persistence, and dissolution of practices. In E. Shove & N. Spurling (Eds.), Sustainable practice: social theory and climate change (pp. 31–46). London: Routledge.
Schatzki, T. R., Knorr Cetina, K., & von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. London: Routledge.
Schatzki, T. R., & Natter, W. (1996). Sociocultural bodies, bodies sociopolitical. In T. R. Schatzki & W. Natter (Eds.), The social and political body (pp. 1–25). London: The Guildford Press.
Schmidt, R., & Volbers, J. (2011). Siting praxeology: the methodological significance of 'public' in theories of social practices. Journal for the Theory of Social Behaviour, 41(4), 419–440. doi:10.1111/j.1468-5914.2011.volindex.x
Shapin, S. (2010). Never pure: Historical studies of science as if it was produced by people with bodies, situated in time, space, culture, and society, and struggling for credibility and authority. Baltimore: The Johns Hopkins University Press.
Shilling, C. (2003). The body and social theory (2nd ed.). London: Sage.
Shilling, C. (2005). The body in culture and society. London: Sage.
Shotter, J. (1996a). Living in a Wittgensteinian world: Beyond theory to a poetics of practices. Journal for the Theory of Social Behaviour, 26(3), 293–311. doi:10.1080/13569780701825179
Shotter, J. (1996b). ‘Now I can go on’: Wittgenstein and our embodied embeddedness in the ‘hurly-burly’ of life. Human Studies, 19, 385–407. doi:10.1007/BF00188850
Shotter, J. (2001). Towards a third revolution in psychology: From inner mental representations to dialogically-structured social practices. In D. Bakhurst & S. Shanker (Eds.), Jerome Bruner: Language, culture, self (pp. 167–183). London: Sage.
Shotter, J. (2004, 11 November). The embodied practitioner: Toward dialogic-descriptive accounts of social practices. Paper presented at the Role of Social Sciences Today seminar series, Cardiff University, Wales.
Shotter, J. (2005). Goethe and the refiguring of intellectual inquiry: From ‘aboutness’-thinking to ‘withness’-thinking in everyday life. Janus Head, 8(1), 132–158.
Shotter, J. (2008). Conversational realities revisited: Life, language, body and world (2nd ed.). Chagrin Falls, Ohio: Taos Institute Publications.
Shotter, J. (2013). Reflections on sociomateriality and dialogicality in organization studies: From ‘inter-‘ to ‘intra-thinking’… in performing practices. In P. Carlile, D. Nicolini, A. Langley & H. Tsoukas (Eds.), How matter matters: Objects, artifacts and materiality in organization studies (pp. 32–57). Oxford: Oxford University Press.
Shove, E. (2009). Everyday practice and the production and consumption of time. In E. Shove, F. Trentmann, & R. Wilk (Eds.), Time, consumption and everyday life: Practice, materiality and culture (pp. 17–33). Oxford: Berg.
Shove, E., Trentmann, F., & Wilk, R. (2009a). Introduction. In E. Shove, F. Trentmann, & R. Wilk (Eds.), Time, consumption and everyday life: Practice, materiality and culture (pp. 1–13). Oxford: Berg.
Shove, E., Trentmann, F., & Wilk, R. (Eds.). (2009b). Time, consumption and everyday life: Practice, materiality and culture. Oxford: Berg.
Soja, E. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Oxford: Blackwell.
Somerville, M. (2010). Subjected bodies, or embodied subjects: Subjectivity and learning safety at work. In S. Billett, T. Fenwick, & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 37–52). Dordrecht: Springer.
Somerville, M., & Vella, K. (2015). Situating the change agent: bringing the body into language in professional practice. In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education: Body/practice (pp. 37–52). Dordrecht: Springer.
Sørensen, E. (2007). The time of materiality. Forum: Qualitative Social Research/Sozialforschung, 8(2).
Sørensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge: Cambridge University Press.
Strati, A. (1992). Aesthetic understanding of organizational life. Academy of Management: The Academy of Management Review, 17(3), 568–581.
Strati, A. (2003). Knowing in practice: Aesthetic understanding and tacit knowledge. In D. Nicolini, S. Gherardi, & D. Yanow (Eds.), Knowing in organizations (pp. 53–73). Armonk, NY: M E Sharpe.
Strati, A. (2005). Organizational artifacts and the aesthetic approach. In A. Rafaeli & M. G. Pratt (Eds.), Artifacts and organizations: Beyond mere symbolism (pp. 23–39). London: Routledge.
Strati, A. (2007). Sensible knowledge and practice-based learning. Management Learning, 38(1), 61–77. doi:10.1177/1350507607073023
Strati, A. (2008). Aesthetics in the study of organizational life. In D. Barry & H. Hansen (Eds.), The SAGE handbook of new approaches in management and organization (pp. 229–238). London: Sage.
Swan, E. (2005). On bodies, rhinestones, and pleasures: Women teaching managers. Management Learning, 36(3), 317–333. doi:10.11777/1350507605055349
Taylor, C. (1995). To follow a rule. In C. Taylor (Ed.), Philosophical arguments (pp. 165–180). Cambridge, MA: Harvard University Press.
Thrift, N. (2004). Movement-space: The changing domain of thinking from the development of new kinds of spatial awareness. Economy and Society, 33(4), 582–604. doi:10.1080/0308514042000285305
Thrift, N. (2006). Space. Theory, Culture and Society, 23(2–3), 139–155. doi:10.1177/0263276406063780
Thrift, N. (2007). Non-representational theory: Space, politics, affect. Abingdon: Routledge.
Tretter, E. M. (2008). A review of: ‘Martin Heidegger: Theorist of Space’. Annals of the Association of American Geographers, 98(4), 953–954. doi:10.1080/00045600802118798
Tsoukas, H. (2008). Toward the ecological idea: Notes for a complex understanding of complex organizations. In D. Barry & H. Hansen (Eds.), The SAGE handbook of new approaches in management and organization (pp. 195–198). London: Sage.
Tsoukas, H. (2009). A dialogical approach to the creation of new knowledge in organizations. Organization Science, 20(6), 941–957. doi:10.1287/orsc.1090.0435
Tsoukas, H., & Chia, R. (2002). On organizational becoming: rethinking organizational change. Organization Science, 13(5), 567–582. doi:10.1287/orsc.13.5.567.7810
Turner, S. (2007). Practice then and now. Human Affairs, 17(2), 111–125.
Vygotsky, L. S. (1986). Thought and language. New York: Wiley.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Weiss, G. (1999). The abject borders of the body image. In G. Weiss & H. Fern Haber (Eds.), Perspectives on embodiment: The intersections of nature and culture (pp. 41–59). London: Routledge.
Weiss, G., & Fern Haber, H. (1999). Introduction. In G. Weiss & H. Fern Haber (Eds.), Perspectives on embodiment: The intersections of nature and culture (pp. xiii–xvii). London: Routledge.
Wenger, E. (1998). Communities of practice. Cambridge: Cambridge University Press.
Young, M., & Muller, J. (2014a). From the sociology of professions to the sociology of professional knowledge. In M. Young & J. Muller (Eds.), Knowledge, expertise and the professions (pp. 3–17). Abingdon: Routledge.
Young, M., & Muller, J. (Eds.). (2014b). Knowledge, expertise and the professions. Abingdon: Routledge.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Hopwood, N. (2016). Sociomaterialism, Practice Theory, and Workplace Learning. In: Professional Practice and Learning. Professional and Practice-based Learning, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-26164-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-26164-5_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-26162-1
Online ISBN: 978-3-319-26164-5
eBook Packages: EducationEducation (R0)