What Is Professional Practice? Recognising and Respecting Diversity in Understandings of Practice

Practice is a rich and complex notion whose nuances remain elusive for many practitioners, researchers, policy makers and administrators. The theoretical density of practice is frequently underestimated by researchers who too frequently view it from narrow and limited perspectives. This chapter presents a framework that aims to illuminate the richness of practice in particular cases as well as in research on practice.

[1]  Basil Bernstein,et al.  Towards a Theory of Educational Transmissions , 2003 .

[2]  Quintin Hoare,et al.  Selections from Political Writings, 1910-1920 , 1978 .

[3]  T. Schatzki Social Practices: A Wittgensteinian Approach to Human Activity and the Social , 1996 .

[4]  D. Harvey,et al.  Justice, Nature and the Geography of Difference , 1997 .

[5]  Michael Jackson,et al.  Systems methodology for the management sciences , 1992 .

[6]  Jürgen Habermas,et al.  The Philosophical Discourse of Modernity: Twelve Lectures , 1987 .

[7]  P. Bourdieu The Logic of Practice , 1990 .

[8]  M. Foucault,et al.  Discipline and Punish: The Birth of the Prison , 2020, On Violence.

[9]  S. Kemmis Is mathematics education a practice? Mathematics teaching? , 2005 .

[10]  J. Shotter Living in a Wittgensteinian World: Beyond Theory to a Poetics of Practices , 1996 .

[11]  Ann Taket,et al.  Creative Problem Solving: Total Systems Intervention. , 1991 .

[12]  R. Connell Making the difference: Schools, families, and social division , 1982 .

[13]  Antonio Gramsci,et al.  Selections from political writings , 1977 .

[14]  P. Feyerabend Against Method: Outline of an Anarchistic Theory of Knowledge , 1976 .

[15]  Jürgen Habermas,et al.  Truth and Justification , 2003 .

[16]  Gordon Graham,et al.  On Human Conduct. , 1975 .

[17]  Stephen Kemmis,et al.  System and lifeworld, and the conditions of learning in late modernity , 1998 .

[18]  M. Foucault,et al.  Discipline and Punish: The Birth of the Prison. , 1978 .

[19]  Peter Checkland,et al.  Soft Systems Methodology in Action , 1990 .

[20]  S. Engel Thought and Language , 1964 .

[21]  A. Giddens The Constitution of Society , 1985 .

[22]  B. Hindess Philosophy and methodology in the social sciences , 1977 .

[23]  E. Wenger Communities of Practice: Learning, Meaning, and Identity , 1998 .

[24]  T. Schatzki The Site of the Social: A Philosophical Account of the Constitution of Social Life and Change , 2002 .

[25]  Joseph J. Schwab The Practical: A Language for Curriculum , 1969, The School Review.

[26]  J. Habermas,et al.  Knowledge and Human Interests , 1972 .

[27]  I. Young Justice and the Politics of Difference , 1990, The New Social Theory Reader.

[28]  S. Benhabib Situating the Self , 1994 .

[29]  M. Weber From Max Weber: Essays in sociology , 1946 .

[30]  A. Macintyre,et al.  Whose Justice? Which Rationality? , 1989, The New Social Theory Reader.

[31]  Stephen K. White,et al.  Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy@@@The Cambridge Companion to Habermas , 1997 .

[32]  N. Denzin,et al.  Handbook of Qualitative Research , 1994 .

[33]  A. Gouldner The dialectic of ideology and technology , 1976 .

[34]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[35]  B. Massumi,et al.  The postmodern condition : a report on knowledge , 1979 .

[36]  P. Bourdieu,et al.  Reproduction in education, society and culture , 1970 .

[37]  J. Derrida Writing and Difference , 1967 .

[38]  Charles Taylor,et al.  The malaise of modernity , 1991 .

[39]  Y. Engeström,et al.  Activity theory as a framework for analyzing and redesigning work. , 2000, Ergonomics.

[40]  Joseph Dunne,et al.  An intricate fabric: understanding the rationality of practice , 2005 .

[41]  Pierre Bourdieu,et al.  Practical Reason: On the Theory of Action , 1998 .

[42]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[43]  H. Datelle Human Understanding. Vol 1, The Collective Use and Evolution of Concepts , 1975 .

[44]  J. Larraín The concept of ideology , 1980 .

[45]  K. K. Cetina,et al.  The Practice Turn in Contemporary Theory , 2001 .

[46]  Charles Taylor Philosophy and the Human Sciences: Contents , 1985 .

[47]  M. Foucault The archaeology of knowledge , 1970 .

[48]  S. Kemmis,et al.  Participatory Action Research: Communicative Action and the Public Sphere. , 2005 .

[49]  Wilfred Carr The role of theory in the professional development of an educational theorist , 2005 .

[50]  M. Eraut Developing professional knowledge and competence , 1994 .

[51]  Educational research and evaluation: Opening communicative space , 2001 .

[52]  A. Hargreaves,et al.  Learning To Change: Teaching beyond Subjects and Standards. , 2001 .

[53]  Basil Bernstein,et al.  Pedagogy, symbolic control, and identity : theory, research, critique , 1997 .

[54]  H. Gadamer,et al.  Truth and Method , 1960 .

[55]  Donald A. Schön,et al.  Theory in Practice: Increasing Professional Effectiveness , 1974 .

[56]  J. Habermas,et al.  Knowledge and Human Interests , 1972 .

[57]  A. Giddens Central Problems in Social Theory: Action, Structure and Contradiction in Social Analysis , 1979 .

[58]  Caryl Emerson,et al.  Problems of Dostoevsky's Poetics , 1985 .

[59]  Theodore R. Schatzki,et al.  Practices and Actions A Wittgensteinian Critique of Bourdieu and Giddens , 1997 .

[60]  Lev Vygotsky Mind in society , 1978 .

[61]  Alekseĭ Nikolaevich Leontʹev Problems of the development of the mind , 1981 .

[62]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[63]  T. Broadbent,et al.  Criticism and the Growth of Knowledge , 1972 .

[64]  N. Noddings Is Teaching a Practice , 2003 .

[65]  Donald A. Schön,et al.  The Reflective Practitioner: How Professionals Think in Action. , 1987 .

[66]  S. Grundy Curriculum: Product Or Praxis? , 1987 .

[67]  Chris Argyris,et al.  Overcoming organizational defenses : facilitating organizational learning , 1990 .

[68]  S. Kemmis,et al.  Becoming Critical: Education Knowledge and Action Research , 1986 .

[69]  W. Whyte,et al.  Participatory Action Research , 1989 .

[70]  Jürgen Habermas,et al.  The Philosophical Discourse of Modernity: Twelve Lectures , 1987 .

[71]  Donald A. Schön The reflective practitioner : how professionals think in action , 1986 .

[72]  Stephen Kemmis,et al.  Knowing practice: searching for saliences , 2005 .

[73]  Sherry Simon,et al.  Language, Counter-Memory, Practice , 1978 .

[74]  M. Foucault,et al.  The Order of Things , 2017 .

[75]  N. Denzin,et al.  The Sage handbook of qualitative research, 3rd ed. , 2005 .

[76]  T. Kuhn,et al.  The Structure of Scientific Revolutions. , 1964 .

[77]  L. Vygotsky Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[78]  Louis Althusser,et al.  Lenin and Philosophy and Other Essays , 1971 .

[79]  L. Holzman,et al.  Postmodern Psychologies, Societal Practice, and Political Life , 2000 .

[80]  H. Gadamer,et al.  Truth and Method , 1960 .

[81]  H. Feigl,et al.  Minnesota studies in the philosophy of science , 1956 .

[82]  Michel Foucault,et al.  The use of pleasure :volume 2 of The history of sexuality , 1986 .

[83]  J. Shotter,et al.  'LIVING MOMENTS' IN DIALOGICAL EXCHANGES , 1999 .

[84]  M. Foucault,et al.  The History of Sexuality, Volume 1: An Introduction , 1990 .

[85]  Tone Saugstad Aristotle's contribution to scholastic and non-scholastic learning theories , 2005 .

[86]  Pierre Bourdieu,et al.  Outline of a Theory of Practice , 2020, On Violence.

[87]  P. Bourdieu,et al.  实践与反思 : 反思社会学导引 = An invitation to reflexive sociology , 1994 .

[88]  Thomas A. Schwandt On modeling our understanding of the practice fields , 2005 .

[89]  B. Bernstein,et al.  Class, Codes and Control. Volume 3. Towards a Theory of Educational Transmissions , 1977 .