Abstract
This chapter conceptualizes change in education or any field as the transformation of social practices. It introduces a new view of practices as composed of distinctive sayings, doings and relatings that “hang together” in the project of the practice. It shows how practices are made possible by practice architectures that provide their content: how the characteristic sayings of a practice are made possible by cultural-discursive arrangements (in language, in semantic space), how its characteristic doings are made possible by material-economic arrangements (in work and activities, in physical space-time), and how its characteristic relatings are made possible by social/political arrangements (in relationships of power and solidarity, in social space). Changing a social practice like education, therefore, depends not only on understanding and changing educational practices but also the practice architectures that hold those practices in place. This chapter shows how critical participatory action researchers can transform both their practices and the practice architectures that make their practices possible.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bourdieu, P. (1990). The logic of practice (trans: R. Nice). Cambridge: Polity Press.
Fals Borda, O. (1979). Investigating reality in order to transform it: The Colombian experience. Dialectical Anthropology, 4 (March), 33–55.
Green, B. (2009). Understanding and researching professional practice. Rotterdam: Sense.
Habermas, J. (1972). Knowledge and human interests (trans: J. J. Shapiro). London: Heinemann.
Kemmis, S. (2005). Knowing practice: Searching for saliences. Pedagogy, Culture and Society, 13(3), 391–426.
Kemmis, S. (2010b). What is professional practice? In C. Kanes (Ed.), Elaborating professionalism: Studies in practice and theory (Chap. 8, pp. 139–166). New York: Springer.
Kemmis, S. (2012). Researching educational praxis: Spectator and participant perspectives. British Educational Research Journal, 38(6), 885–905.
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 (Chap. 3, pp. 37–62). Rotterdam: Sense.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.
Schatzki, T. R. (1996). Social practices: A wittgensteinian approach to human activity and the social. New York: Cambridge University Press.
Schatzki, T. R. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park, Pennsylvania: University of Pennsylvania Press.
Wittgenstein, L. (1974). Philosophical investigations (3rd ed.). Oxford: Basil Blackwell. (trans: G.E.M. Anscombe).
Yeats, W. B. (1996). Among school children (written 1927). In M. L. Rosenthal (Ed.), William Butler Yeats: Selected poems and four plays (pp. 121–123). New York: Scribner.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Kemmis, S., McTaggart, R., Nixon, R. (2014). A New View of Practice: Practices Held in Place by Practice Architectures. In: The Action Research Planner. Springer, Singapore. https://doi.org/10.1007/978-981-4560-67-2_3
Download citation
DOI: https://doi.org/10.1007/978-981-4560-67-2_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-4560-66-5
Online ISBN: 978-981-4560-67-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)