Chapter 10 A Tale of two Scholar-Practitioners: Transforming Practices at their Sites and Beyond

2012 ◽  
pp. 173-189
Author(s):  
Peg Winkelman ◽  
Michelle Collay
Keyword(s):  
Transforming Practices

scholarly journals Transforming practices of diplomacy: the European External Action Service and digital disinformation

2021 ◽  
Author(s):  
Elsa Hedling
Keyword(s):  
European Union ◽  
International Politics ◽  
Task Force ◽  
Practice Theory ◽  
External Action ◽  
Institutional Transformation ◽  
Transforming Practices

Abstract This article explores the transformative role of practices of countering digital disinformation in European Union diplomacy. It argues that an overlooked dimension of the change brought by the rise of digital disinformation is located in the emergence of everyday countering practices. Efforts to counter disinformation have led to the recruitment of new actors with different dispositions and skillsets than those of traditional diplomats and state officials in diplomatic organizations such as the European External Action Service. Focusing on the countering efforts by the East StratCom Task Force, a unit introduced in 2015, the article argues that the composition of actors, the task force's practices and the reorientation in audience perception it reflected, contributed significantly to institutional transformation. Drawing on 23 interviews with key actors and building on recent advancements in international practice theory, the article shows how change and transformation can be studied in practices that have resulted from digitalization in international politics. The article thus contributes to an increased understanding of the digitalization of diplomacy in which new practices can emerge from both deliberate reflection and experimentation.

THROUGHPUT ACCOUNTING: TRANSFORMING PRACTICES?

1998 ◽  
Vol 30 (3) ◽  
pp. 203-220 ◽  
Author(s):  
DAVID DUGDALE ◽  
T.COLWYN JONES
Keyword(s):  
Transforming Practices

scholarly journals Teaching in multilingual classrooms: strategies from a case study in Portugal

2021 ◽  
Vol 26 ◽  
Author(s):  
Nikolett Szelei ◽  
Ana Sofia Pinho ◽  
Luís Alexandre da Fonseca Tinoca
Keyword(s):  
Social Justice ◽  
Teaching Practices ◽  
Linguistic Diversity ◽  
Common Language ◽  
Lingua Franca ◽  
Multilingual Classrooms ◽  
English As Lingua Franca ◽  
Transforming Practices

ABSTRACT This study examined teaching practices developed by teachers to respond to linguistic diversity in a Portuguese case study. We analysed the position that students’ languages received in the classroom, and what these practices revealed about teachers’ awareness of multilingual pedagogies, a step to social justice. Three main strategies emerged: promoting Portuguese without involving students’ languages, using a common language (English) as lingua franca, using students’ languages. These strategies appeared in a dynamic way as teachers tried to satisfy the aims of developing the language of schooling, communicating with students and valuing students’ linguistic identities. Prioritising Portuguese language dominated, and the strategies were enacted through monolingual views, indicating little awareness of multilingual pedagogies. Thus, the need to support teachers in transforming practices in multilingual classrooms is emphasised.

scholarly journals Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

2020 ◽  
Vol 25 (5) ◽  
pp. 31-43
Author(s):  
Y. Engeström
Keyword(s):  
Germ Cells ◽  
Concept Formation ◽  
School Transformation ◽  
Societal Transformation ◽  
Expansive Learning ◽  
In The Wild ◽  
Dialectical Principle ◽  
Transforming Practices

The article examines the potential of the dialectical principle of ascending from the abstract to the concrete for transforming practices of learning. It is shown that V.V. Davydov’s work has created a foundation for such transformation. The theory of expansive learning builds on Davydov’s legacy and brings the principle of ascending from the abstract to the concrete into learning and concept formation outside schools, “in the wild.” Three studies investigating different scales of expansive learning are discussed, focusing on the internally contradictory germ cells discovered and used in those studies. The article concludes by emphasizing the need to integrate Davydov’s revolutionary pedagogy and the broader agenda of school transformation as part of societal transformation.

Transforming Practices

2014 ◽  
Vol 15 (4) ◽  
pp. 465-470 ◽  
Author(s):  
Sandra Acosta ◽  
Heather Honoré Goltz
Keyword(s):  
Transforming Practices
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