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Stephen KemmisProfessor EmeritusSchool of Education
Charles Sturt University
Theorising Education as a practice
Overview1. Preliminary remarks: Perspectives on practice2. Practices are made possible in practice architectures3. Into Education: the theory of practice architectures and a theory
of education4. Practices relate to other practices in ecologies of practices5. Practices travel: the niches that support practices6. Conclusions
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1. Preliminary remarks:Perspectives on practice
Perspectives on practiceFOCUS
PERSPECTIVEThe individual(psychological)
The social(sociological)
Both: reflexive-dialectical
‘Objective’(Observer’s/outsider’s perspective)
(1) Practice as individual behaviour: e.g., behaviourism,cognitivism
(2) Practice as social interaction, ritual, system-structured: e.g., soft systems theory
‘Subjective’(Actor’s/insider’s perspective)
(3) Practice as intentional action, shaped by meaning and values: e.g., constructivism
(4) Practice as shaped by discourses andtradition: e.g., hermeneutics
Both: reflexive-dialectical
(5) Practice as socially- andhistorically-constituted, and
reconstituted by human agencyand social action: e.g., criticaltheory, critical social science
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Perspectives on practiceFOCUS
PERSPECTIVEThe individual(psychological)
The social(sociological)
Both: reflexive-dialectical
‘Objective’(Observer’s/outsider’s perspective)
(1) Practice as individual behaviour: e.g., behaviourism,cognitivism
(2) Practice as social interaction, ritual, system-structured: e.g., soft systems theory
‘Subjective’(Actor’s/insider’s perspective)
(3) Practice as intentional action, shaped by meaning and values: e.g., constructivism
(4) Practice as shaped by discourses andtradition: e.g., hermeneutics
Both: reflexive-dialectical
(5) Practice as socially- andhistorically-constituted, and
reconstituted by human agencyand social action: e.g., critical
theory, practice theory
The individual Society: circumstances and upbringing
“The materialist doctrine that [people] are products of circumstances and upbringing, and that, therefore, changed [people] will be the product of changed circumstances and changed upbringing, forgets that it is [people] who make circumstances, and that the educator must [themselves] be educated”
Karl Marx (1845) Theses on Feuerbach (from the third thesis)
Practice as socially- and historically-constituted, and reconstituted by human agency and social action
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Karl Marx
Ludwig WittgensteinMartin Heidegger
Alasdair MacIntyreCharles Taylor Anthony Giddens
Pierre Bourdieu
Theodore SchatzkiAndreas ReckwitzSilvia GherardiDavide NicoliniElizabeth Shove
Lev VygotskyAlexei Leontiev
Bruno Latour
Virtue ethicsActivity theory
First generation practice theory
Actor-Network TheorySecond generation practice theory
Aristotle
Yrjo EngeströmCultural-Historical Activity Theory
Some varieties of practice theory
Science and Technology Studies
2. Practices are made possible in practice architectures
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Milonga Buenos Aires, 1950`s: http://www.tangotalks.com/historiaEN.html
Men in Buenos Aires dance and play tango (ca. 1900)
Astor Piazzolla (1921-1991)Bandoneón player and father of Nuevo Tango
Carlos (‘Carlosito’) Gardel, (1890-1935)
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dancewearclothes.com
Practices are: � distributed among participants and over time,� orchestrated, so that they different people’s contributions to a
practice are integrated by a shared project – a common purpose,� internally-diverse or differentiated, so that they encompass different
kinds of participants and differentiated kinds of contributions to the overall project of the practice, and
� ecologically-dependent on other practices with which they connect, in the way that teaching practices may be dependent on practices of professional learning that shape or influence them.
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Practices are composed ofsayings, doings and relatings
According to the ancients, philosophy aimed to teach
How to speak and think well
Logic (or dialectics)
Sayings
How to act well in the material world
Physics Doings
How to relate well to others
Ethics Relatings
Practices are composed ofsayings, doings and relatings
On the side of the individual (Bloom)
Extra-individually, the social media: Habermas (Bourdieu) of
Sayings Cognitive Language(Cultural, symbolic fields)
Doings Psychomotor Work(Economic field)
Relatings Affective Power(Social field)
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The sayings, doings and relatings of a practice hang together in the project (purpose, teleo-affective structure) of the practice
Doings
Relatings
SayingsProject
The sayings, doings and relatings that compose practices do not exist in a vacuum; they are made possible by arrangements in sites, in the intersubjective space in which we encounter one another:
Doings
Relatings
Sayings
in semantic space, realised in the medium of language
in physical space-time, realised in
the medium of work and
activity
in social space, realised in the mediumof power and
solidarity
Cultural-discursive arrangements
Material-economic arrangements
Social-political arrangements
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In which we encounter one another as social
and political beings, in relationships of power
and solidarity (belonging)
Doings
Relatings
Sayings
in semantic space, realised in the medium of language
Cultural-discursive arrangements
Material-economic arrangements
Social-political arrangements
in physical space-time, realised in
the medium of work and
activity
in social space, realised in the mediumof power and
solidarity
In which we encounter one another as interlocutors, in language and ideas.
In which we encounter
one another, and other objects in
the world, as embodied beings, in
physical space-time
The sayings, doings and relatings that compose practices do not exist in a vacuum; they are made possible by arrangements in sites, in the intersubjective space in which we encounter one another:
Tango discourse: SAYINGS made possible byCULTURAL-DISCURSIVE ARRANGEMENTS
Orillero (“People who live at the edge of the city”) Style of early tango, C19th.
Canyengue (“Lower class”; “a streetwise quality”) Style of tango up to about 1920.
Tango de Salon Tango for the ballroom: 1920s+.
Milonga Argentine tango dance party.There are certain social codes, or codigos, that people follow at milongas around the world.The milonga is also a kind of 2/4 rhythm followed in tango.
Practica Social dance to practice steps.
Tango classes Basic; intermediate; advanced; women’s technique. Private; group lessons.
From Christine Dennison:http://www.history-of-tango.com/tango-dance.html
For a list of key technical terms, see Ed Loomis’s (2005)http://www.tejastango.com/terminology.html
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Tango styles DOINGS made possible by MATERIAL-ECONOMIC ARRANGEMENTS
Central style The shape drawn on the floor as a couple moves in this appears almost random and slightly jagged, with many changes of direction. The archetypal step in this style is the ocho cortado, not seen in any other style.
North of Buenos Aires; 1940s
The shape drawn by the couple on the floor as they dance tends to be long straight lines, punctuated with a sudden, very complicated movement. The archetypal step in this style is a salida in which the leader takes just two steps to the four taken by the follower, followed by walking in line with frequent weight changes.
Style of the south The shape drawn by the couple on the floor is one without many straight lines, made up of curves and arcs, looking very much like an Art Nouveau design. The stance of the dancers is a tiny bit closer to the floor. The interpretation of the music involves many pauses, and many rapid movements. The archetypal step is one where the leader takes the follower off her axis, taking responsibility for her weight, and perhaps walking her around the foot she is standing on.
• dancers – gendered roles – other dancers – tango club –• audience – friends – people not here – family –• musicians – Tango musicians – generalist musicians• costume makers – shoe makers –• people serving drinks – food –• builders of the floor – hall – ceiling – roof – doors –• people who built the roads and vehicles that transport
people here –
Tango RELATINGS made possible by SOCIAL-POLITICAL ARRANGEMENTS
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THE PRACTITIONERAND
THE PRACTICE
THE SITE OF(NICHE FOR)
PRACTICE
Practices are interactionally secured in
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
THE PRACTITIONER AND
THE PRACTICE
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
THE SITE OF(NICHE FOR)
PRACTICE
Practitioners’ characteristic ‘relatings’(the ‘affective’)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
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Practices are interactionally secured in
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
THE PRACTITIONER AND
THE PRACTICE
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
THE SITE OF(NICHE FOR)
PRACTICE
Practitioners’ characteristic ‘relatings’(the ‘affective’)
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
THE PRACTITIONERAND
THE PRACTICE
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
THE SITE OF(NICHE FOR)
PRACTICE
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
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Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Singing tango lyrics, knowing dance styles (e.g., milonga),symbols (e.g. costumes, dance steps, poses)
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Tango oeuvre of music, lyrics,
specialist discourses
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Singing tango lyrics, knowing dance styles (e.g., milonga),symbols (e.g. costumes, dance steps, poses)
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Tango oeuvre of music, lyrics,
specialist discourses
Doing tango dance‘moves’ (e.g., lunge), singing tango, playing tango music (e.g., on Bandoneón)
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Tango club venue layout and location,
income and expenditure, purchase
of dance wear, musical instruments
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
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Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Singing tango lyrics, knowing dance styles (e.g., milonga),symbols (e.g. costumes, dance steps, poses)
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Tango oeuvre of music, lyrics,
specialist discourses
Doing tango dance‘moves’ (e.g., lunge), singing tango, playing tango music (e.g., on Bandoneón)
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Tango club venue layout and location,
income and expenditure, purchase
of dance wear, musical instruments
Relating to partners, other dancers,musicians, club owner, costumiers
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Tango club owner, patrons, dance
partners, band, classes (beginner to
advanced), teachers…
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Singing tango lyrics, knowing dance styles (e.g., milonga),symbols (e.g. costumes, dance steps, poses)
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Tango oeuvre of music, lyrics,
specialist discourses
Doing tango dance‘moves’ (e.g., lunge), singing tango, playing tango music (e.g., on Bandoneón)
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Tango club venue layout and location,
income and expenditure, purchase
of dance wear, musical instruments
Relating to partners, other dancers,musicians, club owner, costumiers
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Tango club owner, patrons, dance
partners, band, classes (beginner to
advanced), teachers…
Dancing, singing orplaying the Tango
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
The practice landscape of the tango club; the
practice tradition(s) of the Tango
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Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Singing tango lyrics, knowing dance styles (e.g., milonga),symbols (e.g. costumes, dance steps, poses)
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Tango oeuvre of music, lyrics,
specialist discourses
Doing tango dance‘moves’ (e.g., lunge), singing tango, playing tango music (e.g., on Bandoneón)
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Tango club venue layout and location,
income and expenditure, purchase
of dance wear, musical instruments
Relating to partners, other dancers,musicians, club owner, costumiers
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Tango club owner, patrons, dance
partners, band, classes (beginner to
advanced), teachers…
Dancing, singing orplaying the Tango
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
The practice landscape of the tango club; the
practice tradition(s) of the Tango
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
THE PRACTITIONERAND
THE PRACTICE
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
THE SITE OF(NICHE FOR)
PRACTICE
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
The theory of practice architectures
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Kathleen Mahon (2014) Critical Pedagogical Praxis in Higher Education. PhD thesis, Charles Sturt University,p.305.
Kathleen Mahon (2014) Critical Pedagogical Praxis in Higher Education. PhD thesis, Charles Sturt University,p.306.
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3. Into Education: the theory of practice architectures and a theory of education
Education (Stephen’s definition)Education, properly speaking, is the process by which children, young people and adults
are initiated into � forms of understanding [sayings], � modes of action [doings] and � ways of relating to one another and the world [relatings],
that foster � individual and collective self-expression, to secure a culture based on
reason, � individual and collective self-development, to secure a productive
and sustainable economy and environment, and � individual and collective self-determination, to secure a just and
democratic society, and that are, in these senses, oriented towards
� the good for each person [individually] and � [collectively] the good for humankind.
(Education is not schooling, training, socialisation, or indoctrination, and should be distinguished from them.)
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On the side ofthe individual: the person/ practitioner
Education as initiation into practices
On the side of the social:
the world we share
Education as fostering
Forms of understanding
Individual and collective
self-expression to secure a culture based
on reason
Modes of action
Individual and collective
self-development to secure a productive
and sustainable economy and environment
Ways of relating to one another and the
world
Individual and collective
self-determination to secure a just and
democratic society
The project: Education and the good for each person
Education for living well
The project: Education and the
good for humankind
Education for a world worth living in
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
THE PRACTITIONERAND
THE PRACTICE
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
THE SITE OF(NICHE FOR)
PRACTICE
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
The theory of practice architectures
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On the side ofthe individual: the person/ practitioner
Education as initiation into practices
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
On the side of the social:
the world we share
Education as fostering
Forms of understanding
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Individual and collective
self-expression to secure a culture based
on reason
Modes of actionPractitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Individual and collective
self-development to secure a productive
and sustainable economy and environment
Ways of relating to one another and the
world
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Individual and collective
self-determination to secure a just and
democratic society
The project: Education and the good for each person
Education for living well
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
The project: Education and the
good for humankind
Education for a world worth living in
A theory of education
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
‘Thinking green’, ‘thinking sustainability’ and speaking about relevant topics.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
A world that speaks discourses of
sustainability: e.g., environmental
science, ecology, secular spirituality.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Education for Sustainability
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Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
‘Thinking green’, ‘thinking sustainability’ and speaking about relevant topics.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
A world that speaks discourses of
sustainability: e.g., environmental
science, ecology, secular spirituality.
‘Acting green’, ‘acting sustainably’ and doing relevant things.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
A world of sustainable natural and physical arrangements; living
sustainably, preserving
biodiversity.
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Education for Sustainability
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
‘Thinking green’, ‘thinking sustainability’ and speaking about relevant topics.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
A world that speaks discourses of
sustainability: e.g., environmental
science, ecology, secular spirituality.
‘Acting green’, ‘acting sustainably’ and doing relevant things.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
A world of sustainable natural and physical arrangements; living
sustainably, preserving
biodiversity.
Relating to the world in a ‘green’ or sustainable way.
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
A world of sustainable ecological
relationships; ‘intergenerational
justice’.
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Education for Sustainability
2017-08-29
22
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
‘Thinking green’, ‘thinking sustainability’ and speaking about relevant topics.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
A world that speaks discourses of
sustainability: e.g., environmental
science, ecology, secular spirituality.
‘Acting green’, ‘acting sustainably’ and doing relevant things.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
A world of sustainable natural and physical arrangements; living
sustainably, preserving
biodiversity.
Relating to the world in a ‘green’ or sustainable way.
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
A world of sustainable ecological
relationships; ‘intergenerational
justice’.
Living in a ‘green’ way; living sustainably
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Sustainable ways of life around the planet:
cultural, environmental,
economic, social, political.
Education for Sustainability
BIODIVERSITY
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction viaARRANGEMENTS
NEEDEDAT THE SITE
Thinking about, planning revegetation of degraded landscapes.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Discourses of biology, botany, zoology,
ecology, sustainability, project management.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Revegetation Project
2017-08-29
23
BIODIVERSITY
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction viaARRANGEMENTS
NEEDEDAT THE SITE
Thinking about, planning revegetation of degraded landscapes.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Discourses of biology, botany, zoology,
ecology, sustainability, project management.
Revegetation activities: build shade-house, collect indigenous seeds, propagate, nurture, plant out.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Recovering biodiversity and
ecologically-sustainable
landscapes, habitats.
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Revegetation Project
BIODIVERSITY
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction viaARRANGEMENTS
NEEDEDAT THE SITE
Thinking about, planning revegetation of degraded landscapes.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Discourses of biology, botany, zoology,
ecology, sustainability, project management.
Revegetation activities: build shade-house, collect indigenous seeds, propagate, nurture, plant out.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Recovering biodiversity and
ecologically-sustainable
landscapes, habitats.
Relate to (work with) other people and species, tools and environments for revegetation.
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Sustainablyco-habiting the world with other people and
species.
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Revegetation Project
2017-08-29
24
BIODIVERSITY
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction viaARRANGEMENTS
NEEDEDAT THE SITE
Thinking about, planning revegetation of degraded landscapes.
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Discourses of biology, botany, zoology,
ecology, sustainability, project management.
Revegetation activities: build shade-house, collect indigenous seeds, propagate, nurture, plant out.
Practitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Recovering biodiversity and
ecologically-sustainable
landscapes, habitats.
Relate to (work with) other people and species, tools and environments for revegetation.
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Sustainablyco-habiting the world with other people and
species.
Restore a degraded landscape as a steptowards sustaining biodiversity.
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
Establish and secure sustainable ways of
life: cultural, environmental,
economic, social, political.
Revegetation Project
4. Practices relate to other practices in ecologies of practices
2017-08-29
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Practices as living things?
� Are born, grow, die…
� Travel from place to place…
� Live in ecological relationships with other practices…
Tango dancing
PlayingTango music
Managinga Tango club
Learningthe Tango
Teachingthe Tango
=Shapingandshapedby
Ecologies of practices –Part of the Tango complex of practices
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Educational leadership and administration
Educational research and evaluation
Professional development/
learning
Classroom educational
practice (teaching)
Students’ academic and social practices
(learning)
=Shapingandshapedby
Ecologies of practices –The Education complex of practices
Practices as living entities?(Fritjof Capra’s principles of ecology)
Concept If ecologies of practice are (like) living systems, then
Networks Practices derive their essential properties and their existence from their relationships with other practices.
Nested systems Different levels and networks of practice are nested within one another.
Interdependence Practices are dependent on one another in ecologies of practices; ecologies of practice are also interdependent.
Diversity An ecology of practices includes many different practices with overlapping ecological functions that can partially replace one another.
Cycles Some kinds of matter (like ideas or actions) cycle through practices –for example, as in a food chain.
Flows Energy (like motivated action) flows through ecologies of practices and the practices within them, eventually being dissipated.
Development Both practices and ecologies of practices develop through stages.Dynamic balance An ecology of practices regulates itself through processes of self-
organisation, and (up to some breaking point) maintains its continuity in relation to internal and outside pressures.
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5. Practices travel: the niches that support practices
Practices that ‘travel’� How can practices move from site to site?
E.g., practices of � theTango,� Education for Sustainability.
� How is it that some practices come to persist or endure (or become sustainable) in some sites, while others fail to ‘take hold’?
� Can the persistence of practices can be explained using the ecological concept of the ‘niche’ – a niche that provides hospitable ground for a practice to ‘take root’?
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Niches� In ecology, the concept of niche refers to the distribution of
resources and competitors necessary for the survival of an organism.
Niche and habitat (ecology)http://en.wikipedia.org/wiki/Environmental_niche_modelling
Rainfallzonessuitability
Altitudezonessuitability
Currentobservations
Habitatmodelbasedonsuitablerainfallandaltitudezonesincombinationwithcurrentobservations(? =absenceofspeciesinapparently suitablehabitat)
??
Nichevariables
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Niches� In ecology, the concept of niche refers to the distribution of
resources and competitors necessary for the survival of an organism.
� Practices also exist in niches. Their niches supply: � the discursive means for the distinctive sayings of the practice, � the material means for the distinctive doings of the practice,
and � the social-political means for the distinctive relatings of the
practice.
� Without a suitable niche, the practice cannot be enacted and it cannot survive.
Niches (continued)
� A suitable niche can exist before a practice ‘gets there’ and then be colonised by a practice (as when a school that has been closed –overnight or for a decade – re-opens, and classroom teaching once again comes to exist there).
� The niches of practices are frequently the products of human agency – as languages and discourses are made and developed by linguistic communities, for example. In this sense, practices and their practitioners build the niches that support practices.
� Put more precisely: both niche and practice develop and evolve in interaction with one another.
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On this basis, we might therefore conclude that� To create and secure a new practice in a setting, it is not sufficient to secure the
(professional) practice knowledge that allows the practitioner to practice in the setting, it is also necessary
(1) to create and secure, in the local site, the practice architectures – the requisite cultural-discursive, material-economic and social-political arrangements – that support the practice, and
(2) to secure the requisite ecological relationships – in an ecology of practices – that secure and sustain the practice in relation to any other practices on which it is dependent.
� If these are secured, it is likely that the new practice will be sustainable.
6. Conclusion
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On the side ofthe individual: the person/ practitioner
Education as initiation into practices
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
On the side of the social:
the world we share
Education as fostering
Forms of understanding
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Individual and collective
self-expression to secure a culture based
on reason
Modes of actionPractitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Individual and collective
self-development to secure a productive
and sustainable economy and environment
Ways of relating to one another and the
world
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Individual and collective
self-determination to secure a just and
democratic society
The project: Education and the good for each person
Education for living well
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
The project: Education and the
good for humankind
Education for a world worth living in
A theory of practice and a theory of Education
A curriculum of practices� In the light of this theory, we might thus consider how every
curriculum can be conceptualised as a curriculum of practices; not just an initiation into knowledge, but an initiation into practices.
� To build a curriculum of practices, we might thus consider � what practice architectures it is necessary to construct in order
to make new practices accessible to learners, and � which of a learner’s existing practices offer protean forms from
which the learner might reach into and enter the new practice (not just what learners know now, but what they can do now).
2017-08-29
32
Thank you
On the side ofthe individual: the person/ practitioner
Education as initiation into practices
Practices are interactionally secured in
Intersubjective space/medium
Practice architectures (arrangements and
‘set-ups’) enable and constrain action and
interaction via
On the side of the social:
the world we share
Education as fostering
Forms of understanding
Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)
In semantic space,realised in the medium of
language
Cultural-discursive arrangements
found in orbrought to a site
(e.g., language, ideas)
Individual and collective
self-expression to secure a culture based
on reason
Modes of actionPractitioners’ characteristic ‘doings’(the ‘psychomotor’)
In physical space-time,realised in the medium of
activity and work
Material-economic arrangements
found in orbrought to a site
(e.g., objects, spatial arrangements)
Individual and collective
self-development to secure a productive
and sustainable economy and environment
Ways of relating to one another and the
world
Practitioners’ characteristic ‘relatings’(the ‘affective’)
In social space,realised in the medium of
power and solidarity
Social-political arrangements
found in orbrought to a site
(e.g., relationships between people)
Individual and collective
self-determination to secure a just and
democratic society
The project: Education and the good for each person
Education for living well
which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.
which are bundled together in
characteristic ways in practice landscapes
and practice traditions.
The project: Education and the
good for humankind
Education for a world worth living in